La Salle Academy Lithgow Year 12 Assessment Guide 2020 - Mrs Joyce Smith Principal Mrs B. Hicks Stage 6 Coordinator
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La Salle Academy
Lithgow
Year 12
Assessment Guide 2020
Mrs Joyce Smith Mrs B. Hicks
Principal Stage 6 Coordinator
1A Preamble from the Principal
This booklet provides you with a summary of each of the courses you will be undertaking
throughout the year and the assessment tasks and schedules you will be required to fulfill.
The media hype surrounding the Higher School Certificate educates us all with a glossary of
terms. The ATAR., moderated assessment, scaling and other terms are but a few words which
have become the new dialect in the homes of senior students.
Whilst athletes strive to achieve their personal best results, students should be striving for what
St. Ignatius Loyola called the “magis”. In the Latin of the Middle Ages, this term highlighted the
“more” - the fullest possible development of each person’s capabilities at each stage of life. It
was an encouragement to do the very best according to our strengths and abilities - for
ourselves and for others.
In his inaugural address in 1994, Nelson Mandela stated:
“You are a child of God. Playing small doesn’t serve the world. There’s nothing enlightened
about shrinking so that other people won’t feel insecure around you. We were born to make
manifest the glory of God that is within us It’s not just in some of us, it’s in everyone”.
May you do your best in your studies. You can rest assured that your teachers will give you
every support and encouragement. It is very important that you maintain open lines of
communication with your parents, teachers and Mr Enever if you experience any difficulties or
have concerns.
Best wishes for a wonderful year as you prepare for your Higher School Certificate.
Mrs Joyce Smith
Principal
2Section One 3
Purpose of Assessment
Assessment is the process of identifying, gathering and interpreting information about student
achievement. In Stage 6, assessment can be used for a number of purposes, including to: assist
student learning evaluate and improve teaching and learning programs provide information on
student learning and progress in a course in relation to the syllabus outcomes provide evidence
of satisfactory completion of a course report on the achievement of each student at the end of
a course. In the context of the Higher School Certificate (HSC), a requirement of a school-based
assessment program is to provide a summative measure of a student's achievement in relation
to course outcomes. This includes: a wider range of syllabus outcomes than may be measured
by external examinations alone multiple measures and observations made throughout the
course rather than a single assessment event. Assessment tasks are conducted throughout Year
11 and Year 12 and each has a weighting determined by the school within requirements
provided by NESA. Each formal task enables teachers to collect information about the students'
achievement in relation to several outcomes, to award marks in accordance with marking
guidelines, and to provide constructive feedback to students on their performance, highlighting
their strengths and where they could make improvements. Measuring achievement at several
points during the course can provide a better indication of student achievement than a single,
final measure on its own as: multiple measures generally give a more accurate measure of each
student's achievement this caters for any knowledge and skills outcomes that are better
assessed in specific settings or at specific times (for example research, fieldwork or practical
skills)
Finalising Year 12 marks
At the end of the Year 12 course the marks for each task are aggregated using weightings
previously published in the school's assessment policy, to arrive at a final assessment mark for
each student. These assessment marks, which are then submitted to NESA provide a rank order
of students and show relative differences between students' performances. This is best
achieved when a sufficiently wide mark range is used in allocating the marks for the individual
tasks. Marks are used to measure and report student achievement in both the external
examination and school-based assessment. Marks enable the characteristics that discriminate
between different degrees of performance to be captured and used in reporting student
performance in ways that are not possible if bands (or grades or levels) alone are used. In a
standards-referenced approach, the marks submitted to NESA reflect the rank order and
relative differences between the achievements of students, based on the extent to which
students have demonstrated the specific knowledge and skills being assessed. The rank order
and differences are based on explicit standards incorporated in the syllabus, performance
descriptions and the HSC standards materials. Assessment results are then moderated by NESA
to ensure that marks submitted by different schools can be compared. In the moderation
4process for the HSC, the assessment marks for a course submitted by each school are adjusted
by a statistical process that takes into account the performance of the school group on the
examination. This process ensures comparability between the assessment marks submitted by
each school. The school group's initial examination marks, before they are aligned to the
performance scale, are used to moderate the school group's assessment marks. Following the
application of this procedure the assessment marks are then aligned to the course performance
scale using the same adjustments as used for the examination marks.
Malpractice in any form, including plagiarism, is unacceptable. Schools register with NESA via
Schools Online, all instances where a student was found to have engaged in malpractice in a
Year 12 school-based assessment task, the subject concerned, the nature of the offence and the
penalty applied.
5La Salle Academy Lithgow
Assessment Policy
1. Completion of Assessment Tasks is compulsory. All assigned tasks must be completed or
submitted on the due date. Failure to complete an Assessment Task may result in a ‘N’
Award; which indicates a student has not met the requirements of the course. This may
inhibit a student’s ability to complete courses in the next Stage, the student’s RoSA or
Higher School Certificate.
2. Students will receive formal notification for all Assessment Tasks. This notification will be
provided at least two weeks prior to the due date of the task and will outline the nature
of the task, the weighting, special equipment required and all other details relevant to
the task. Students will sign off on the receipt of this document.
3. No Assessment Tasks will be completed or due in the week prior to the Semester
Examinations. This week will be deemed an assessment free week.
4. Students are reminded of the rules around plagiarism. All work submitted by a student
needs to be their own. Students found to have used the work of another person,
whether in part or total, will have the task reviewed by the Assessment Panel and may
have a zero mark recorded for the task.
5. The Assessment Panel will consist of: Assistant Principal
Stage Coordinator
Curriculum Coordinator of the subject and/or the
Subject Teacher
The Assessment Panel will determine the action required if a student fails to submit or
complete an Assessment Task, fails to follow assessment procedures or wishes to apply
for an extension of time.
Where a valid reason has been presented the Assessment Panel may:
(i) Grant an extension of time.
(ii) Allow the student to attempt the same task or substitute task in a given time
limit.
(iii) In exceptional circumstances, where the completion of a task or substitute task is
not feasible, is unreasonable or where the task in question is difficult to
duplicate, may authorise the use of an estimate based on appropriate evidence.
Students may make an appeal to the Principal if they are dissatisfied with the decision of
the Assessment Panel.
66. Once students have received their mark and feedback for an Assessment Task it is the
student’s responsibility to review the task and the marks awarded and discuss any
discrepancy with the Subject Teacher. Marks will not be altered once they have been
recorded. Any unresolved issues regarding the awarding of marks will be reviewed by
the Assessment Panel.
7. Students absent from school must ensure that they follow up with their subject teachers
regarding missed work and information regarding assessment and the notification there
of.
8. Malfunction of computers or any associated equipment will not be accepted as a valid
reason for the non-submission of an Assessment Task. In this instance students may
submit their task via email to lasallelithgow@bth.catholic.edu.au, marked attention to
their subject teacher or they can use the printing facilities in the library.
To safeguard against this situation all students are encouraged to:
(i) Be well organised and not leave the task to the last minute.
(ii) At each stage of their work keep a hard copy of the draft work and submit the
draft with a note of explanation.
(iii) Use suitable methods to back up computer files and documents regularly.
It is the responsibility of the student to ensure that they are using compatible software
for all Assessment Tasks.
9. Students attending Excursions are bound by the guidelines contained in this policy and
must ensure hand in tasks are submitted prior to departure.
10. Students in Year 12 will need a Medical Certificate where any Assessment Task or
Examination cannot be completed or submitted due to illness. The Medical Certificate
must be issued on the day of the Assessment Task or Examination.
7Section 1 – Hand in Tasks
1. Tasks that have a due date are to be handed to the Subject Teacher in the timetabled
class on the day that they are due. As students hand in their task they will sign off that
the task has been submitted.
2. Students who require an extension of the due date must make a submission to the
Assessment Panel using the Show Cause Form. This must be submitted one week prior to
the due date, except in exceptional circumstances. Family Holidays are not considered
sufficient reason for granting an extension.
3. If the student is unable to attend school on the due date, due to illness or misadventure,
then the parent/ carer must:
(i) Contact the Subject Teacher, on or before the due date, and explain the
situation.
(ii) Organise the task to be delivered to the school by 8.45 am, or in the event of an
approved absence submit the task prior to the due date.
(iii) Email the task to lasallelithgow@bth.catholic.edu.au marked for the attention of
the Subject Teacher.
(iv) If the (ii) and (iii) cannot be carried out, then the student must obtain a Show
Cause Form. This must be done immediately on the student’s return to school.
Where possible the task should be handed to the Subject Teacher on the first day
of the student’s return. The completed Show Cause Form, along with any
supporting documentation (e.g. Medical Certificate) should also be handed to the
Subject Teacher. The Assessment Panel will review each submission, case by
case, and determine whether a penalty should apply. Show Cause Forms are
available in the Library or can be collected from the Subject Teacher. There is also
a copy at the end of this booklet.
4. Students who fail to hand in an Assessment Task on the due date and are not covered by
point (3) will be subject to the following penalties:
(i) 10% of the total marks will be deducted on the first day that the Assessment Task
is late. Further marks will be deducted as follows; two days late 30%, three days
late 60%, four days late 100%. Tasks outstanding, over a weekend, will be subject
to a two-day penalty for both the Saturday and Sunday.
(ii) The Subject Teacher will inform the parent/carer, by phone call, of failure to
submit an Assessment Task, on the day it was due to be submitted. For students
8in Year 10, 11 and 12; a phone call will be made by the Subject Teacher and an ‘N’
Award warning letter will be sent to parents/carers if the task is not received on
the due date.
(iii) Students are still required to submit the task even if all marks have been
forfeited. Failure to complete assessment components may result in the
determination of an ‘N’ Award for that course. This will affect the student’s
future pattern of study and may result in the student not meeting the
requirements for the awarding of the RoSA or Higher School Certificate, or their
ability to progress to the next year level.
5. Should a hand-in task be considered to be invalid or unreliable the class teacher, in the
first instance, will report their concerns to the relevant KLA Co-ordinator. The KLA Co-
ordinator will raise the concern with the Assistant Principal. Depending on the nature of
the concern the Assessment Panel may be convened to determine a suitable course of
action. This may include, but is not limited to : completing an alternate task, re-
submission of current task or an estimate based on prior performance.
9Section 2 – In Class Tasks
1. If the student is unable to attend school on the date of an in class Assessment Task, due
to illness or misadventure, then the parent/ carer must:
(i) Contact the Subject Teacher and explain the situation on the day of the task.
(ii) On the student’s first day back at school obtain a Show Cause Form. The
completed Show Cause Form, along with any supporting documentation (e.g.
Medical Certificate) should be handed to the Subject Teacher. The Assessment
Panel will review each submission, case by case, and determine the outcome for
each individual student. Show Cause Forms are available in the Library or can be
collected from the Subject Teacher. There is also a copy at the end of this
booklet.
(iii) The student should be prepared to complete the in-class task when the class
next appears in the timetable.
(iv) In exceptional circumstances, where the completion of a task or substitute task is
not feasible, is unreasonable or where the task in question is difficult to
duplicate, an estimate based on appropriate evidence may be awarded. This
decision is at the discrepancy of the Assessment Panel.
2. Students are not permitted to bring any electronic device into a room where a task is
being conducted, unless the completion of the task requires such technology. This
includes, but is not restricted to, mobile phones, tablets, iPads, smart watches and any
other device that can access the internet or can be programed in some way. If a device
that can be used in gaining an unfair advantage is found in a student’s possession during
an in class task an immediate zero mark will result.
3. Should an in-class task be considered to be invalid or unreliable the class teacher, in the
first instance, will report their concerns to the relevant KLA Co-ordinator. The KLA Co-
ordinator will raise the concern with the Assistant Principal. Depending on the nature of
the concern the Assessment Panel may be convened to determine a suitable course of
action. This may include, but is not limited to : completing an alternate task, re-
submission of current task or an estimate based on prior performance.
10Section 3 – Examinations
1. Students are required to sit examinations in the published examination periods.
These can be found on the school calendar.
2. An examination timetable will be issued to students two weeks prior to the
commencement of the examination period. It will outline the examination length
and the location of the examination.
3. Students are not permitted to bring any electronic device into an examination
room. This includes, but is not restricted to, mobile phones, tablets, iPads, smart
watches and any other device that can access the internet or can be programed
in some way. If a device that can be used in gaining an unfair advantage is found
in a student’s possession in an examination room an immediate zero mark will
result.
4. Students must not enter the examination room until instructed to do so by the
supervising staff member.
5. Students must not communicate with other students once they have entered the
examination room. Failure to comply with this requirement may result in a mark
of zero being awarded for that examination.
6. Students are required to have the necessary equipment for each examination.
This will be provided to students on the Assessment Notification or Examination
Timetable. Equipment may not be borrowed during examinations.
7. Students are not permitted to leave the examination room until the conclusion of
the allotted time period. Students are encouraged to review their answers and
make necessary adjustments should they find themselves finished with time to
spare.
118. Should a student be absent for an examination due to illness or misadventure the
parent/carer should contact the school by phone before 9.00 am. On return to
school the student should lodge a Show Cause Form with the Assistant Principal,
attaching any relevant documentation, (e.g. Medical Certificate).
The Assessment Panel will review the case and
(i) the student will sit the examination at the earliest possible time on their
return to school.
(ii) the student will sit a substitute examination.
(iii) In exceptional circumstances, where the completion of the examination
or substitute examination is not feasible, is unreasonable or where the
examination in question is difficult to duplicate, an estimate based on
appropriate evidence may be awarded. This decision is at the discrepancy
of the Assessment Panel.
9. Students in Year 12 are encouraged to log in to their NESA accounts and become
familiar with the procedures for the Higher School Certificate, including the
section on illness and misadventure.
10. Should examination results be considered invalid or unreliable the KLA Co-
ordinator will meet with the Assistant Principal, as soon as the issue becomes
apparent. The Assessment Panel may be convened to determine an appropriate
course of action. Actions may include, but are not limited to: completing an
alternate examination, re-sitting the current examination, an estimate based on
previous performance.
12Malpractice
Malpractice is dishonest behaviour by a student that gives them an unfair advantage over
others. It includes, but is not limited to:
● copying someone else’s work in part or in whole, and presenting it as your own.
● using material directly from print or digital mediums without reference to the
source.
● building on the ideas of another person without reference to the source.
● plagiarism such as buying, stealing or borrowing another person’s work and
presenting it as your own.
● submitting work that another person, such as a parent, tutor or subject expert,
has contributed to substantially.
● using words, ideas, designs or the work of others in practical and performance
tasks without appropriate acknowledgement.
● paying someone to write or prepare material.
● breaching school examination rules.
● cheating in an in-class assessment/examination, including having access to
mobile devices.
● using non-approved aids during an Assessment Task.
● providing false explanations to explain work not handed in by the due date.
● assisting another student to engage in malpractice.
Deliberate acts of malpractice may occur if a student feels that their own efforts may be
inadequate, or if they feel unable to cope with the consequences of poor performance.
Unintentional acts of malpractice may occur if students are poorly prepared or do not know
how to acknowledge the contribution made by others to their work.
Strategies for students to avoid malpractice include:
● familiarising themselves with their obligations and responsibilities of authorship
to comply with the HSC rules and procedures and the HSC: All My Own Work
program.
● being aware of due dates, keeping an up-to-date diary of all their assessments,
activities and commitments, and allocating their time effectively.
● starting tasks early so that they can seek clarification if needed.
● saving all drafts and support materials.
● recording sources/references along the way so the reference list does not
become a major task at the end.
● frequently saving and backing up all computer work; technology failure is
generally not an acceptable excuse for submitting work late.
● acknowledging that each student’s mark will be determined by the quality of the
work produced by the student only.
13Malpractice in any form, including plagiarism, is unacceptable. Schools register with
NESA via Schools Online, all instances where a student was found to have engaged in
malpractice in a Year 12 school-based assessment task, the subject concerned, the
nature of the offence and the penalty applied.
Any student that submits or completes an Assessment Task using any form of
malpractice will:
● meet with the KLA Co-ordinator to explain the actions undertaken.
● Re-submit or complete an alternate Assessment Task in the given time frame.
The re-submission may result in a zero mark or a penalty may be applied
depending on the severity of the malpractice.
The KLA Co-ordinator will:
● meet with the student concerned.
● make contact with the parent/carer to explain the situation.
● meet with the Assessment Panel and determine an appropriate course of action.
This may include: the awarding of marks, if any, re-submission of the task or an
alternate task and any further consequences relating to the malpractice.
● In some cases, it may be necessary that a KLA Co-ordinator, other than the one
responsible for the Faculty concerned, will be required to be part of the
Assessment Panel to determine an appropriate course of action. This KLA Co-
ordinator will be determined by the Assistant Principal in consultation with the
Principal.
● arrange for the student to complete an alternate task or re-submit the task under
scrutiny. A zero mark or penalty may be applied depending on the severity of the
malpractice.
● Ensure that for students in Year 12 any form of malpractice is recorded with
NESA.
14‘N’ Determinations
● ‘N’ determinations apply to students in Stage 5 and 6
● If students don’t complete a course’s requirements they will receive an ‘N’
determination.
● Students are warned via a letter from the school if it looks like they might receive an ‘N’
determination. This aims to give the student time to complete the course requirements
and rectify the problem.
● If a student receives an ‘N’ determination in a mandatory curriculum requirement
course, they won’t be eligible for the RoSA. If they leave school, they will receive a
Transcript of Study that will list the mandatory course(s) that received an ‘N’
determination.
● If a student is given an ‘N’ determination in a non-mandatory course, the course will not
appear on their RoSA or Transcript of Study.
Student Appeals
● Students are required to review their Assessment Tasks once the task has been marked
and returned.
● It is the responsibility of the student to bring to the class teacher any perceived error in
marking.
● Any discrepancies in marking must be discussed, in the first instance, with the teacher
responsible for marking the Assessment Task.
● If the student is still dissatisfied with the response they may take their case to the
relevant KLA Co-ordinator for further discussion.
● After exhausting all avenues listed above a student may complete the Assessment
Appeal Form contained at the end of this booklet. This form must be lodged with the
Assistant Principal no more than 5 days after the Assessment Task has been returned.
Student Appeal of Final Assessment Rank – Year 12
● Students in Year 12 will receive their final Assessment Rank via their Students Online
Account, released following the final HSC Examination. If a student believes that their
Assessment Rank is incorrect they are to contact the relevant KLA Co-ordinator
immediately. The KLA Co-ordinator will inform the Assistant Principal. A review of
calculations, weightings and scheduling of tasks will be undertaken. If the student is still
dissatisfied, then they may apply to the Principal for a review.
● In this review the school will consider whether it:
o weighted its assessment tasks in line with the NESA requirements.
o complied with its stated assessment program when deciding the final assessment
mark.
o miscalculated or made a clerical error when deciding the assessment mark.
● A student wishing to apply for a review must do so before the cut-off date, published on
the NESA Website. The school will inform the student of the review outcome and inform
NESA if the assessment mark should change.
15● If a student is dissatisfied with the outcome of the school’s review, the student may ask
the Principal to lodge an appeal with NESA. NESA will only consider whether the school’s
review was:
o adequate in deciding items 1 – 3 above
o done properly.
● To lodge an appeal with the Principal regarding your final Assessment Rank please
complete the form at the end of the Assessment Book and submit it to the Assistant
Principal by the due date.
16La Salle Academy Lithgow
Assessment Procedures
● Students will be issued with an Assessment Notification using the Assessment
Notification Template. The Notification will be signed by all class teachers and the KLA
Co-ordinator.
● Students will sign that they have received the notification, using the record sheet
provided.
● The Assessment Notification will be given to the students at least two weeks prior to the
due date.
● Assessment Tasks will follow the Assessment Schedule, published in the Assessment
Booklet, at the beginning of each year. Any changes made to this schedule must be
made in writing and the students must acknowledge the change.
● When an Assessment Task is to be submitted in class, students will sign the record sheet
that the task has been submitted.
● Staff will return Assessment Tasks to students within two school weeks of the due date.
● Assessment Tasks will be returned face-to face.
● Tasks will be returned to the cohort as a group. Individuals may not seek their mark
before the task has been returned to the class. If a student is absent when a task is
returned they may seek their result from their teacher at the next available opportunity.
● Cohort and Individual feedback will be provided to the students when the task is
returned.
● Feedback may take the form of, but is not limited to:
o Annotated responses
o Sample answers
o Student samples with names removed
o Band 4, 5 or 6 sample answers for Stage 6
o Relating student responses to marking criteria
17o Written Feedback
o Oral Feedback
o Peer Feedback
o Self-Reflection
o Strategies for Improvement
o Opportunities to show improvement and seek further feedback
o Notes from HSC Marker and Examiners Comments
o Strengths and Weaknesses
o Links to outcomes and Syllabus Dot Points
● Marks will not be emailed to students or parents.
● No marks will be given to any student during an examination period. Marks will be given
to students at the first available opportunity following the examination, within the two-
week period.
18Section
Two
Course Assessment Procedures
19STUDIES OF RELIGION - 2 Unit
Course Outline:
1. Religion in Australia Post 1945 and Aboriginal Spirituality
2. Three Religious Tradition Depth Studies: Christianity, Islam, Judaism
3. Religion and Non Religion
4. Religion and Peace
NESA Requirements:
Weightings
Components
Knowledge and Understanding of Course 40%
content
Source-based skills 20%
Investigation and Research 20%
Communication of information, ideas and issues 20%
in appropriate forms
The final school based assessment mark will be calculated using the following tasks and
weightings.
Short Research Task Extended Trial HSC
Answers Religious Response Examination
Nature of task Test Tradition Religion &
Religious Peace
Tradition
Timing T4, Week 7 T 1, Week 7 T 2, Week 7 T3, Week 3 & 4
H1, H2,H4, H1,H2, H4, H5, H1, H2, H3 H1, H2, H3, H4,
Outcomes assessed H5, H8, H9 H6, H7, H8, H9 ,H4, H6, H7, H5, H6, H8, H9
H8, H9,
Components Weighting %
Knowledge and
understanding of course 10 10 5 15 40
content
Source-based skills 5 5 10 20
Inquiry and research 10 10 20
Communication of
information, ideas and
5 5 5 5 20
issues in appropriate
forms
Total 20 25 25 30 100
20STUDIES OF RELIGION - 1 Unit
Course Outline
1. Religion and Belief Systems post 1945
2. Two Religious Tradition Depth Studies:
● Christianity
● Judaism
NESA Requirements
Components Weightings %
Knowledge and Understanding of Course 40
content
Source-based skills 20
Investigation and Research 20
Communication of information, ideas and issues 20
in appropriate forms
The final school based assessment mark will be calculated using the following tasks and
weightings.
Research Extended Trial HSC
Task Response Examination
Nature of task
Religious Religious
Tradition Tradition
Timing T1, Week 4 T2, Week 7 T3, Week 3 & 4
H1, H2, H4, H1, H2,H4, , H2, H3, H4, H5,
Outcomes assessed H5, H6, H7, H6, H7, H8, H6, H9, H10
H8, H9 H9
Components Weighting%
Knowledge and understanding of
10 15 15 40
course content
Source-based skills 10 10 20
Inquiry and research 10 10 20
Communication of information,
ideas and issues in appropriate 5 10 5 20
forms
Total 35 35 30 100
21AGRICULTURE
Preamble
The HSC Agriculture course builds upon Year 11 work to examine the complexity and scientific
principles of agricultural production. The course has an emphasis on farm management to
maximise productivity and environmental sustainability.
Australian agriculture will face many challenges moving into the future and students will need
to respond to significant changes in economic, social and climatic conditions. The HSC
Agriculture course provides a first step into this dynamic global environment.
HSC Agriculture provides students with knowledge and skills that form a valuable foundation for
a range of courses at university and is recognised by vocational education and training centres.
In addition, the study of Agriculture Stage 6 assists students to prepare for employment and
active participation in society.
Course Outline
The areas of study in Year 12 are:
· Plant/Animal Production
· Farm Product Study
· Farming for the 21st Century
More detailed information is available at;
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/technologies/agriculture-syllabus
Agriculture students are assessed according to the following NESA requirements
Component Weighting %
Knowledge and understanding of course 40
content
Knowledge, understanding and skills 40
required to manage agricultural production
systems
Skills in effective research, 20
experimentation and communication
22The final school-based assessment mark will be calculated using the tasks and weightings shown
below.
Task number Task 1 Task 2 Task 3 Task 4
Nature of tasks Oral Practical Test Research Trial HSC
Presentation Farm product Farming for the Examination
Plant/animal study 21st Century
production
Timing Term 4, Wk. 8 Term 1, Wk. 6 Term 2, Wk. 8 Term 3, Wk. 3 &
4
Outcomes assessed H1.1, H2.1, H3.1, H3.2, H3.4, H4.1, H1.1, H2.1,
H2.2 H3.3, H3.4 H5.1 H2.2, H3.4,
H5.1
Component Weighting %
Knowledge and 5 10 10 15 40
understanding of
course content
Knowledge, 5 15 5 15 40
understanding and
skills required to
manage agricultural
production systems
Skills in effective 5 15 20
research,
experimentation
and communication
Total % 15 25 30 30 100
23ANCIENT HISTORY - 2 Unit
Preamble
The HSC course provides the opportunity for students to investigate in depth the range and
nature of archaeological and written sources that provide evidence for a life in Pompeii and
Herculaneum. They also study the key features and sources of an ancient society, historical
period and ancient personality.
Course Outline
Core Study: Cities of Vesuvius – Pompeii and Herculaneum
1. One Historical Period
2. One Personality in Their Time
3. One Ancient Society
NESA Requirements
Components Weighting %
Knowledge and understanding of course content 40
Historical skills in the analysis and evaluation of sources and 20
interpretations
Historical inquiry and research 20
Communication of historical understandings in appropriate forms 20
100
24The final school-based assessment mark will be calculated using the following tasks and
weightings
Component Task 1 Task 2 Task 3 Task 4 Weighting
%
Oral Essay Historical Trial HSC
presentation analysis Examination
Ancient
Cities of
Societies Personalities in
Vesuvius:
their Times
Pompeii and
Herculaneum
T 4, Week 7 T 1, Week 7 T 2, Week 5 T3, Week 3 & 4
Outcomes Outcomes Outcomes Outcomes
assessed assessed assessed assessed
AH12-6 AH12-8 AH12-1 AH12- AH12-5 AH12-6 AH12-3 AH12-4
AH12-9 2 AH12-3 AH12-8 AH12-9 AH12-6 AH12-7
AH12-10 AH12-9
Knowledge and
understanding of 5 10 5 20 40
course content
Historical skills in
the analysis and
evaluation of 5 5 10 20
sources and
interpretations
Historical inquiry
and research 5 5 10 20
Communication
of historical
understanding in 5 10 5 20
appropriate
forms
Total % 20 25 25 30 100
25BIOLOGY - 2 Unit
Preamble
Students expand their knowledge of evolution by understanding the cellular processes involved
in increasing genetic diversity. They investigate reproduction and inheritance patterns in both
plants and animals as well as the role of DNA in protein synthesis and the uses of technologies in
the study of inheritance patterns.
Students also learn about contemporary research and the work of geneticists across a variety of
industries, including medical applications and agriculture. They explore the effects on society and
the environment through the application of genetic research. Students learn about natural and
human-induced causes and effects of genetic change, including mutations, environmental
pressure and uses of biotechnology. They investigate how the processes of inheritance and
evolution are applied.
Students examine the treatment, prevention and control of infectious disease. They study the
human immune system and its response to an infectious disease. Students engage with the study
of non-infectious disease and disorders, including their causes and effects on human health. They
explore technologies and their uses in treating disease and disorders, as well as the epidemiology
of non-infectious disease in populations. Students examine physiology and engineered solutions
to problems related to the management of human disorders.
Course Description
Module 5 Heredity
Module 6 Genetic Change
Module 7 Infectious Disease
Module 8 Non-infectious Disease and Disorders
The components and weightings for Year 12 are mandatory.
Component Weighting %
Skills in working scientifically 60
Knowledge and understanding of course content 40
TOTAL 100
26The final school-based assessment mark will be calculated using the following tasks and
weightings.
Task 1 Task 2 Task 3 Task 4
Model Data Depth Study Trial HSC
Making and Analysis Investigation- Examination
Report Disease
epidemiology
Component Term 4 Term 1 Term 2 Term 3 Weighting
Week 9 Week 9 Week 9 Weeks 3/4
%
Outcomes Outcomes Outcomes Outcomes
Assessed Assessed Assessed Assessed
BIO11/12-2 BIO11/12-1 BIO11/12-1 BIO11/12-1
BIO11/12-3, BIO11/12-2 BIO11/12-3 BIO11/12-2
BIO11/12-6, BIO11/12-3 BIO11/12-6 BIO11/12-3
BIO11/12-7, BIO11/12-4 BIO11/12-7 BIO11/12-4
BIO11/12-5 BIO11/12-5
BIO11/12-6 BIO11/12-6
BIO11/12-7 BIO11/12-7
BIO12-12 BIO12-13 BIO12-14 BIO12-12
BIO12-13
BIO12-14
BIO12-15
Skills in Working
Scientifically 10 10 25 5 60
Knowledge and 10 5 10 25 40
Understanding
Total % 20 15 35 30 100
27BUSINESS STUDIES - 2 Unit
Course Outline
1. Operations
2. Marketing
3. Finance
4. Human Resources
NESA Requirements
Components Weighting %
1 Knowledge and understanding of course content 40
2 Stimulus based skills 20
3 Inquiry and research 20
4 Communication of business information, ideas and issues in 20
appropriate forms
100
The final Year 12 Course mark will be calculated using the following tasks and weightings
Research Task Extended Stimulus Trial HSC
Nature of task Operations Response Based Test Examination
Marketing Finance
Timing T4, Week 10 T 1, Week 9 T 2, Week 7 T3, Week 3 & 4
H1, H2, H5, H7 H3, H5, H6, H4, H6, H7, H2, H3, H4, H5,
Outcomes assessed
H7, H8, H9 H8, H9, H10 H6, H9, H10
Components Weighting %
Knowledge and
understanding of 5 10 10 15 40
course content
Stimulus-based skills 5 10 5 20
Inquiry and research 10 10 20
Communication of
business information,
5 5 10 20
ideas and issues in
appropriate forms
Total 20 30 20 30 100
28CHEMISTRY- 2 Unit
Preamble
Students study the effects of changes on equilibrium systems, analyse the quantitative
relationship between products and reactants in equilibrium reactions, and predict the
equilibrium position. Students analyse how and why the definitions of both an acid and a base
have changed over time, observe the reactions between acids and other substances, and
examine the roles of acids in natural systems. They learn to appreciate the importance of
factors such as pH and indicators. Students investigate the many classes of organic compounds
and their characteristic chemical reactions, as well as their strength, density and
biodegradability. They investigate a range of methods used to identify and measure quantities
of chemicals. They identify and measure the ions present in aqueous solutions. Students deduce
or confirm the structure and identity of organic compounds by interpreting data from chemical
reactivity and from determining structural information using nuclear magnetic resonance (NMR)
spectroscopy.
Course Description
The Year 12 course consists of four modules.
Module 5 Equilibrium and Acid Reactions
Module 6 Acid/Base Reactions
Module 7 Organic Chemistry
Module 8 Applying Chemical Ideas
NESA Requirements
Component Weighting %
Skills in working scientifically 60
Knowledge and understanding of course content 40
TOTAL 100
29The final school-based assessment mark will be calculated using the following tasks and
weightings.
Task 1 Task 2 Task 3 Task 4
Data Analysis Practical Task Depth Study Trial HSC
(Open-Ended Examination
Investigation)
Term 4 Term 1 Term 2 Term 3
Week 10 Week 10 Week 10 Weeks 3-4
Outcomes Outcomes Outcomes Outcomes
Component assessed assessed assessed assessed Weighting
CH11/12-2 CH11/12-2 CH11/12-2 CH11/12-1 %
CH11/12-3 CH11/12-3 CH11/12-3 CH11/12-2
CH11/12-4 CH11/12-4 CH11/12-4 CH11/12-3
CH11/12-5 CH11/12-5 CH11/12-5 CH11/12-4
CH11/12-6 CH11/12-6 CH11/12-6 CH11/12-5
CH11/12-7 CH11/12-7 CH11/12-7 CH11/12-6
CH11/12-7
CH12-12 CH12-13 CH12-14
CH12-12
CH12-13
CH12-14
CH12-15
Skills in
Working 10 10 30 10 60
Scientifically
Knowledge and
10 5 5 20 40
Understanding
Total % 20 15 35 30 100
30CONSTRUCTION PATHWAYS VET – 2 Unit
Preamble: Construction is a Vocational Education course in which students
undertake a number of nationally recognised Units of competency.
Reporting is completed in-line with school procedures on the
competencies that have been achieved, and a profile of the student in
relation to behaviour & work rate. Assessment work will involve
successful completion of practical projects and competency tests.
Task number Task 1 Task 2 Task 3
Competency Test Competency Test Trial
Nature of task
Examination
Timing Term 4 Term 1, Term 3,
(approx.) Week 9 Week 9 Week 3 & 4
Competency
Erect & dismantle
formwork for footing & *
slabs on-ground
Apply basic levelling
*
procedures
Carry out concreting to
*
simple forms
Use brick & block laying
materials, tools & *
equipment.
Read & interpret plans &
*
specifications
Carry out measurements
*
& calculations
All 8 examinable
competencies from the 100
syllabus
Note: The school-based assessment mark will be based on the Trial examination
result.
31ENGLISH STANDARD - 2 Unit
Preamble
The English Standard course is designed for students to increase their expertise in English to
enhance their personal, education, social and vocational lives. The English Standard course
provides students, who have a diverse range of literacy skills, with the opportunity to analyse,
study and enjoy a breadth and variety of English texts to become confident and effective
communicators.
Course Outline
Unit Name Description
1 Common Module The Human Experience – Film, Billy Elliott
2 Module B Close Study of Literature – Prose fiction, The Curious Incident
of the Dog in the Night
3 Module C Craft of Writing – Range of texts and textual forms
4 Module A Language, Identity and Culture – Poetry, Australian and Asian
Contemporary Poets
NESA Requirements
Components Weighting %
Knowledge and understanding of course content 50
Skills in responding to texts and communication of ideas appropriate to 50
audience, purpose and context across all modes
100
32The final school-based assessment mark will be calculated using the following tasks and
weightings.
Tasks Task 1 Task 2 Task 3 Task 4
Nature of tasks Common Module B Module C Trial HSC
Mod Analytical Creative Examination
Multimodal Response Composition
Presentation
Timing T4, Week 9 T 1, Week 8 T2, Week 5 T3, Wks 3 & 4
Outcomes EN12-1, EN12-2, EN12-1, EN12- EN12-1, EN12-1,EN12-3
assessed EN12-3, EN12-5, 3, EN12-5, EN12-3, EN12- EN12-5, EN12-6,
EN12-6 EN12-7, EN12-8 4, EN12-5, EN12-7
EN12-9 EN12-8
Components Weighting %
Knowledge and
understanding 10 15 10 15 50
of course
content
Skills in
responding to 10 10 15 15 50
texts and
communication
of ideas
appropriate to
audience,
purpose and
context across
all modes
Total % 20 25 25 30 100
33ENGLISH ADVANCED - 2 Unit
Preamble
In the English Advanced course, students continue to explore opportunities that are offered by
challenging texts to investigate complex and evocative ideas, to evaluate, emulate and employ
powerful, creative and sophisticated ways to use language to make meaning, and to find
enjoyment in literature.
Course Outline
Unit Name Description
1 Common Module The Human Experience – Drama, The Crucible
2 Module A Textual Conversations – Shakespeare, The Tempest
and Prose Fiction, Hag-Seed
3 Module C Craft of Writing – Range of texts and textual forms
4 Module B Critical Study of Literature – Poetry, TS Eliot
NESA Requirements
Components Weighting %
Knowledge and understanding of course content 50
Skills in responding to texts and communication of ideas appropriate to 50
audience, purpose and context across all modes
100
34The final school-based assessment mark will be calculated using the following tasks and
weightings.
Tasks Task 1 Task 2 Task 3 Task 4
Nature of tasks Common Mod Module A Module C Trial HSC
Multimodal Comparative Creative Examination
Presentation Essay Composition
Timing T4, Week 9 T 1, Week 8 T2, Week 5 T3, Wks 3 & 4
Outcomes EA12-1, EA12-2 EA12-1, EA12-3, EA12-1, EA12-3, EA12-1,EA12-3,
EA12-3, EA12-5, EA12-5, EA12-6, EA12-4, EA12-5, EA12-5, EA12-6,
assessed EA12-6 EA12-7 EA12-9 EA12-7, EA12-8
Components Weighting
%
Knowledge and
understanding 10 15 10 15 50
of course
content
Skills in
responding to 10 10 15 15 50
texts and
communication
of ideas
appropriate to
audience,
purpose and
context across
all modes
Total 20 25 25 30 100
35ENGLISH EXTENSION 1 - 1 Unit
Preamble
The English Extension 1 course provides students who undertake Advance English and are
accomplished in their use of English, with the opportunity to extend their use of language and
self-expression in creative and critical ways. Through engaging with increasingly complex
concepts through a broad range of literature, from a range of contexts, they refine their
understanding and appreciation of the cultural roles and significance of texts.
Course Outline
Unit Name Description
1 Common Module Literary Worlds
2 Elective Worlds of Upheaval – Prose Fiction, Frankenstein,
Film, Metropolis, Poetry, Seamus Heaney. In addition
students are required to independently study at least two
related texts
NESA Requirements
Components Weighting %
Knowledge and understanding of complex texts and of how and why 50
they are valued
Skills in complex analysis, sustained composition and independent 50
investigation
100
36ENGLISH EXTENSION 1 - 1 Unit
The final school-based assessment mark will be calculated using the following tasks and
weightings.
Component Task 1 Task 2 Task 3 Weighting
Imaginative Critical Trial HSC %
Response and response with Examination
Reflection related text
T1, Week 3 T 2, Week 10 T3, Week 3 & 4
EE12-2, EE12-4, EE12-1, EE12-3, EE12-2, EE12-3,
EE12-5 EE12-4 EE12-4, EE12-5
Knowledge and
understanding of complex 15 20 15 50
texts and why they are
valued
Skills in complex analysis,
sustained composition and 15 20 15 50
independent investigation
Total % 30 40 30 100
37ENGLISH EXTENSION 2 - 1 Unit
Preamble
The English Extension 2 course enables students who are accomplished in their use of English
with the opportunity to craft language and refine their personal voice in critical and creative
ways. They can master skills in the compositional process to create a substantial and original
Major Work that extends their knowledge, understanding and skills developed throughout the
Stage 6 English courses. Through the creative process they pursue areas of interest
independently, develop deep knowledge and manipulate language in their own extended
compositions.
Course Outline
This course requires students to independently research a guiding concept for a Major Work
and to plan, write, draft and edit an extended composition. During this course, students must
document and reflect on all processes.
NESA Requirements
Components Weighting %
Skills in extensive independent research 50
Skills in sustained composition 50
100
The final school-based assessment mark will be calculated using the following tasks and
weightings.
Component Task 1 Task 2 Task 3 Weighting
Viva Voce and Literature Review Critique of the %
Proposal creative process
T1, Week 4 T 2, Week 9 T3, Week 7
EEX12-1, EEX12-4, EEX12-1, EEX12-2, EEX12-2, EEX12-3,
EEX12-5 EEX12-3, EEX12-4 EEX12-5
Knowledge and
understanding of 15 20 15 50
complex texts and why
they are valued
Skills in complex
analysis, sustained 15 20 15 50
composition and
independent
investigation
Total % 30 40 30 100
The Major Work Journal must be submitted for monitoring with each assessment task.
38INDUSTRIAL TECHNOLOGY - 2 Unit
GRAPHICS TECHNOLOGIES or
TIMBER PRODUCTS & FURNITURE TECHNOLOGIES
Preamble
Industrial Technology - Graphics Technologies or Timber Products & Furniture Technologies is a two year
course that covers practical, theory and industry related areas. The HSC year is spent planning and
developing the Major Project. Term 4 is used to design and plan the Major Project while Terms 1, 2 & 3
are used for the practical development of the Major Project. The latter stage of Term 3 is used for HSC
examination preparation.
The final school-based assessment mark will be calculated using the following tasks and weightings.
Task number Task 1 Task 2 Task 3 Task 4
Design &
Project Report Trial
Nature of task Management Industry Study
& Presentation Examination
Folio
Week 9 Term 1, Term 2 Term 3,
Timing
Term 4 Week 8 Week 10 Weeks 3 & 4
H2.1, H3.1,
H1.1, H1.2,
H3.2, H3.3,
H3.1, H3.2, H1.1, H1.2, H1.3, H3.2,
Outcomes assessed H4.1, H4.2,
H5.1, H5.2, H1.3, H7.2 H4.3, H1.1,
H4.3, H5.1,
H7.1
H5.2, H6.1, H6.2
Components Weighting % HSC
Knowledge and
understanding of 5 10 5 20 40
the course content
Knowledge & skills
in the design,
management,
10 20 20 10 60
communication and
production of the
major project
Total % 15 30 25 30 100
The Major Project and Folio will be submitted for marking by NESA Term 3, Week 4. 1
1
Dates for submission vary from year to year.
39INFORMATION PROCESSES & TECHNOLOGY - 2 Unit
Preamble:
A variety of tasks will be used to give students the opportunity to demonstrate
outcomes in different ways and to improve the validity and reliability of the
assessment. The HSC Course assessment consists of four formal assessment tasks.
These tasks are spread throughout the three terms with a greater weighting
towards the end of the course.
Task number Task 1 Task 2 Task 3 Task 4
Project Trial HSC
Multimedia Database
Nature of task Report and Examination
Project Project Solution
Timing Week 9 Term 1, Term 2, Term 3
(approx.) Term 4 Week 9 Week 8 Week 3 & 4
H1.2, H2.2, H1.1, H1.2, H1.1, H1.2,
H1.2, H2.2,
H3.2, H5.1, H2.2, H5.1, H2.1, H3.1,
Outcomes assessed H5.1, H6.2,
H6.2, H7.1, H6.2, H7.1, H4.1, H5.1,
H7.1, H7.2
H7.2 H7.2 H5.2, H6.1,
H6.2, H7.1
Components Weighting % HSC
Knowledge and
understanding of 10 15 15 20 60
course content
Knowledge and skills
in the design and
5 10 15 10 40
development of
information systems
Total % 15 25 30 30 100
40INVESTIGATING SCIENCE – 2 Unit
Preamble
Students learn that the experimental method is a dynamic process influenced by initial
observations, new evidence, unexpected results or phenomena arising from the investigation.
They examine the interrelated roles of practical and secondary-sourced investigations. Students
use peer feedback to refine their investigative designs and report on their findings. They explore
the importance of accuracy, validity and reliability in relation to the investigative work of a
scientist. Students explore the dynamic relationship between science and technology, where
the continuing advancement of science is dependent on the development of new tools and
materials. They also examine how advances in science inform the development of new
technologies and so reflect the interdependence of science and technology. Students consider
experimental risks as they engage with the skills of Working Scientifically. They investigate the
appropriateness of using a range of technologies in conducting practical investigations,
including those that provide accurate measurement. Students investigate claims through
conducting practical and secondary-sourced investigations and evaluate these based on
scientific evidence. They explore examples of scientific claims made in the media and
investigate the benefits of peer review. Students explore the impacts of ethical, social,
economic and political influences on science and its research.
Course Outline
Module 5 Scientific Investigations
Module 6 Technologies
Module 7 Fact or Fallacy?
Module 8 Science and Society
NESA Requirements
Component Weighting (%)
Skills in working scientifically 60
Knowledge and understanding of course content 40
100
41The final school-based assessment mark will be calculated using the following tasks and
weightings.
Task 1 Task 2 Task 3 Task 4
Depth Study 1 Practical Task Depth Study 2 Trial HSC
Open-Ended Testing a Claim
Investigation (Module 6) (Module 7)
(Module 5) (All Modules)
Term 4 Term 1 Term 2 Term 3
Week 10 Week 10 Week 10 Weeks 3/4
Component Weighting
Outcomes Outcomes Outcomes Outcomes %
Assessed Assessed Assessed Assessed
INS11/12-1 INS11/12-1 INS11/12-1 INS11/12-4
INS11/12-2 INS11/12-2 INS11/12-2 INS11/12-5
INS11/12-3 INS11/12-3 INS11/12-3 INS11/12-6
INS11/12-4 INS11/12-4 INS11/12-4 INS11/12-7
INS11/12-5 INS11/12-5 INS11/12-5 INS12-12
INS11/12-6 INS11/12-6 INS11/12-6 INS12-13
INS11/12-7 INS11/12-7 INS11/12-7 INS12-14
INS12-12 INS12-13 INS12-14 INS12-15
Skills in Working
Scientifically 10 15 30 5 60
Knowledge and 5 5 5 25 40
Understanding
Total % 15 20 35 30 100
42LEGAL STUDIES - 2 Unit
Course Outline
Core Part I: Crime
Core Part II: Human Rights
Focus Studies: Family Law & Consumer Law
NESA Requirements
Component Weighting
%
1 Knowledge & Understanding of course content 40
2 Analysis and Evaluation 20
3 Inquiry and Research 20
4 Communication of legal information, issues and ideas in appropriate 20
forms
100
43The final school-based assessment mark will be calculated using the following tasks and
weightings.
Components Task 1 Task 2 Task 3 Task 4 Weighting
%
Research task & In Research Task & In Essay Trial HSC
class Activity class Activity Family/ Examination
Crime Human Rights Consumer
Term 4, Week 7 Term 1, Week 6 Term 2, Week 5 T3, Week 3 & 4
Outcomes Outcomes Outcomes Outcomes
assessed assessed assessed assessed
H2, H5, H6, H7,H8 H1, H3, H4, H6 H6, H8, H9, H10 H2, H3, H6, H9,
H10
Knowledge and
understanding of 10 10 10 10 40
course content
Analysis and
10 10 20
evaluation
Inquiry and
10 10 20
research
Communication of
legal information,
10 10 20
ideas and issues in
appropriate forms
Total 20 30 20 30 100
44MATHEMATICS STANDARD - 2 Unit
Preamble
This course is organised into topics, with the topics divided into subtopics. Students should
experience content in the course in familiar and routine situations as well as unfamiliar
situations.
Students should be provided with regular opportunities involving the integration of technology
to enrich the learning experience.
Topics Subtopics
Algebra
MS-A4 Types of Relationships
Measurement
MS-M6 Non-right-angled Trigonometry
MS-M7 Rates and Ratios
Financial Mathematics
MS-F4 Investments and Loans
MS-F5 Annuities
Statistical Analysis
MS-S4 Bivariate Data Analysis
MS-S5 The Normal Distribution
Networks MS-N2 Network Concepts
MS-N3 Critical Path Analysis
NESA Requirements
Component Weighting
%
Understanding, fluency and communication 50
50
Problem solving, reasoning and justification
100
45The final school-based assessment mark will be calculated using the following tasks and
weightings.
Components Task 1 Task 2 Task 3 Task 4 Weighting
%
In-class open- Assignment/ In-class test Trial HSC
book test Investigation Examination
Probability and Networks Data Analysis All topics
Trigonometry and Types of covered
Relationships
Term 4, Term 1, Term 2, Term 3,
Week 6 Week 5 Week 6 Week 3 & 4
Outcomes Outcomes Outcomes Outcomes
assessed assessed assessed assessed
MS11-6 MS2-12-4 MS2-12-1 MS2-12-1 to
MS11-8 MS2-12-8 MS2-12-2 MS2-12-10
MS2-12-3 MS2-12-9 MS2-12-4
MS2-12-4 MS2-12-10 MS2-12-6
MS2-12-9 MS2-12-7
MS2-12-10
Understanding,
Fluency and 10 10 10 20 50
Communicating
Problem Solving,
Reasoning and 15 10 10 15 50
Justification
Total % 25 20 25 30 100
46MATHEMATICS ADVANCED - 2 Unit
Preamble
This course provides students with the opportunity to develop their knowledge,
understanding and skills in mathematics and working mathematically. Students have
the opportunity to develop ways of thinking and use mathematics as a powerful way of
viewing and modelling the world to investigate patterns, order, generality and
uncertainty.
NESA Requirements
Component Weighting
%
50
Understanding, Fluency and Communicating
50
Problem Solving, Reasoning and Justification
100
47The final school-based assessment mark will be calculated using the following tasks and
weightings.
Components Task 1 Task 2 Task 3 Task 4 Weighting
%
In-class test Assignment/ In-class test Trial HSC
Open Book investigation Examination
Term 3
Term 4, Week 8 Term 1, Week 6 Term 2, Week 7
Week 3 & 4
Outcomes Outcomes Outcomes Outcomes
assessed assessed assessed assessed
MA12-3 MA12-1 MA12-2 MA12-1
MA12-6 MA12-3 MA12-4 MA12-2
MA12-9 MA12-5 MA12-8 MA12-3
MA12-10 MA12-7 MA12-9 MA12-4
MA12-9 MA12-10 MA12-5
MA12-10 MA12-6
MA12-7
MA12-8
MA12-9
MA12-10
Understanding,
Fluency and 8 14 13 15 50
Communicating
Problem Solving,
Reasoning and 12 11 12 15 50
Justification
Total % 20 25 25 30 100
48MATHEMATICS EXTENSION 1 – 1 Unit
Preamble
This course provides students with the opportunity to develop thorough knowledge,
understanding and skills in working mathematically and in communicating concisely
and precisely. Students have the opportunity to develop rigorous mathematical
arguments and proofs and use mathematical models extensively. Students develop their
awareness of the interconnected nature of mathematics, its beauty and its functionality.
NESA Requirements
Component Weighting
%
50
Understanding, Fluency and Communicating
50
Problem Solving, Reasoning and Justification
100
49The final school-based assessment mark will be calculated using the following tasks and
weightings.
Components Task 1 Task 2 Task 3 Task 4 Weighting
%
In-class test Extended In-class test
Open Book modelling and Trial HSC
problem-solving Examination
task
Term 3
Term 4, Week 10 Term 1, Week 7 Term 2, Week 8
Week 3 & 4
Outcomes Outcomes Outcomes Outcomes
assessed assessed assessed assessed
ME12-1 ME12-5 ME12-1 ME12-1
ME12-2 ME12-6 ME12-2 ME12-2
ME12-6 ME12-7 ME12-4 ME12-3
ME12-7 ME12-6 ME12-4
ME12-7 ME12-5
ME12-6
ME12-7
ME12-8
ME12-9
ME12-10
Understanding,
Fluency and 13 9 13 15 50
Communicating
Problem Solving,
Reasoning and 12 11 12 15 50
Justification
Total % 25 20 25 30 100
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