HSC Assessment Policy 2019-2020 - Mullumbimby High School NSW Department of Education
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NSW Department of Education HSC Assessment Policy 2019-2020 Mullumbimby High School
2019/2020 HSC ASSESSMENT TASK PLANNING SHEET
WK Term 4 – 2019 Term 1 – 2020
1 14 Oct 29 Jan
2 21 Oct 3 Feb
3 28 Oct 10 Feb
4 4 Nov 17 Feb
5 11 Nov 24 Feb
6 18 Nov 2 Mar
7 25 Nov 9 Mar
8 2 Dec 16 Mar
9 9 Dec 23 Mar
10 16 Dec 30 Mar
11 6 Apr
WK Term 2 – 2020 Term 3 – 2020
1 28 Apr 21 Jul
2 4 May 27 Jul
3 11 May 3 Aug
4 18 May 10 Aug
5 25 May 17 Aug
6 1 Jun 24 Aug
7 8 Jun 31 Aug
8 15 Jun 7 Sep
9 22 Jun 14 Sep
10 29 Jun 21 Sep
11
HSC Assessment Policy 2019-2020 Page 1
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019PRINCIPAL’S MESSAGE Dear Student, By making the choice to enter senior school, you have shown your willingness to accept added responsibilities for your own education. Your commitment to undertaking the process of senior assessment is one of these important responsibilities. Two marks will be given to you on your Higher School Certificate: an Examination Mark and a Moderated School Assessment Mark. Your Examination Mark will reflect your performance in the state wide examinations at the conclusion of Year 12. Your Assessment Mark will be determined by your performance on assessment tasks, set by your classroom teacher reflecting NSW Education Standards Authority (NESA) guidelines. You will be informed ahead of time when an assessment task is due and it is your responsibility to ensure that you undertake these tasks to the best of your ability. This booklet provides the school’s detailed policy regarding the submission of work for assessment purposes and you must make yourself familiar with all aspects of this policy. At the end of Year 12 you will receive your rank in each course based upon your performance on the assessment tasks. Your performance at the HSC Examination will then be used to moderate your school-based assessment. This is why you do not receive a final assessment mark from the school because it may be altered depending on how students in your course at the school performed at the HSC Examination. The assessment system is a very fair one. It rewards students who work conscientiously over the whole of the course. It is important to complete all tasks even if they are not assessable because these all contribute to your ability to do well in your overall assessment. Your teachers and Year Adviser are available to answer any questions you may have or give you any guidance you may need. Senior students need to be advanced learners, using up to date techniques. This book provides excellent resources to improve your learning skills. If you would like more information, see your Year Adviser or your Deputy Principal. The challenge to achieve is before you all. Accept this challenge and reap the rewards on your Higher School Certificate. Mr Greg Armstrong, PRINCIPAL It is your responsibility to read and refer to the information contained in this Assessment Policy booklet throughout the HSC year. “Not knowing” about something that is printed in this booklet will not be accepted as an excuse. HSC Assessment Policy 2019-2020 Page 2 t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019
Contents 2019/2020 HSC ASSESSMENT TASK PLANNING SHEET ..................................................................................................... 1 REPORTING STUDENT PROGRESS ..................................................................................................................................... 5 RESPONSIBILITIES OF STUDENTS .................................................................................................................................... 16 GETTING ADVICE ON HSC ASSESSMENT ......................................................................................................................... 17 PERSONAL STUDY PLAN .................................................................................................................................................. 17 A GLOSSARY OF HSC KEY WORDS ................................................................................................................................... 19 ANCIENT HISTORY ........................................................................................................................................................... 22 BIOLOGY .......................................................................................................................................................................... 23 BUSINESS STUDIES .......................................................................................................................................................... 24 COMMUNITY AND FAMILY STUDIES (CAFS) .................................................................................................................... 25 CHEMISTRY...................................................................................................................................................................... 26 DESIGN AND TECHNOLOGY............................................................................................................................................. 27 DRAMA ............................................................................................................................................................................ 28 ENGINEERING .................................................................................................................................................................. 28 ENGLISH STANDARD........................................................................................................................................................ 30 ENGLISH ADVANCED ....................................................................................................................................................... 31 ENGLISH STUDIES ............................................................................................................................................................ 32 ENGLISH EXTENSION 1 .................................................................................................................................................... 33 ENGLISH EXTENSION 2 .................................................................................................................................................... 33 HOSPITALITY.................................................................................................................................................................... 34 INDONESIAN BEGINNER .................................................................................................................................................. 35 LEGAL STUDIES ................................................................................................................................................................ 36 MARINE STUDIES............................................................................................................................................................. 37 MATHEMATICS ................................................................................................................................................................ 38 MATHEMATICS STANDARD 2 .......................................................................................................................................... 38 MATHEMATICS EXTENSION 1 ......................................................................................................................................... 39 MATHEMATICS EXTENSION 2 ......................................................................................................................................... 39 MUSIC.............................................................................................................................................................................. 40 PHYSICS ........................................................................................................................................................................... 41 SOFTWARE DESIGN AND DEVELOPMENT ....................................................................................................................... 42 SOCIETY AND CULTURE ................................................................................................................................................... 43 SPORT, LIFESTYLE AND RECREATION .............................................................................................................................. 44 VIDEO & DIGITAL IMAGING............................................................................................................................................. 45 VISUAL ART...................................................................................................................................................................... 45 HSC Assessment Policy 2019-2020 Page 3 t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019
MULLUMBIMBY HIGH SCHOOL
HSC ASSESSMENT POLICY
INTRODUCTION
The NSW Education Standards Authority (NESA) requires that schools submit an internal assessment mark to them
for each of your courses. Formal Assessment Task results contribute to the overall mark achieved by a student in
Year 12 and contribute to the school-based Assessment Mark submitted for the HSC. The marks Mullumbimby High
School submits to NESA are based on the tasks outlined in this Assessment policy.
NESA has identified that the purposes of internal assessment are to:
assist student learning
evaluate and improve teaching and learning programs
determine student achievement in the course
provide evidence of satisfactory completion of a course/stage.
Schools are required to prepare and administer an assessment program in accordance with specifications provided
by NESA. These specifications identify the components of the course to be assessed, the weightings and the timing
of tasks. Assessment tasks are designed to measure knowledge, skills and understanding of a wide range of
outcomes. Tasks may include tests, written assignments, practical activities, oral tasks, fieldwork and projects.
The provision of a separate school based Assessment Mark from the Examination Mark in the HSC has a two‐fold
purpose. It is intended to provide a measure of a student's attainment, which is based on:
a wider range of syllabus objectives than is measured by the external examination;
measures and observations obtained throughout the course rather than at a single examination.
Such assessment allows due weight to be given to measures of student achievement which, although evident to a
class teacher, may not be adequately assessed by a single external examination.
In addition, schools are required to rank all students doing the same course.
For Board Developed Courses, the raw assessment mark for each course will be moderated by the Board according
to the performance of the students at Mullumbimby High School in the HSC examination for that course. Your
position in the course rank order will not be altered by the moderation process. For Board Developed courses, the
moderated school assessment is worth 50% of the final mark for the course, while the HSC examination result
provides the other 50% of the final mark.
For Board Endorsed courses, the school assessment is the final mark which appears on the HSC. This mark is not
moderated.
Assessment of students for Life Skills courses in Stage 6 is against the achievement of outcomes identified through
the individual transistion process.
HSC Assessment Policy 2019-2020 Page 4
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019SATISFACTORY COMPLETION OF A COURSE
"To have satisfactorily completed a course, students will have -
followed the course;
applied themselves with diligence and sustained effort to the set tasks and experiences provided in the
course by the school; and
achieved some or all of the course outcomes." [ACE 11.4]
ATTENDANCE At Mullumbimby High School, at least 85% attendance is expected.
a) Principals may determine that, as a result of absence, the course completion
criteria may not be met.
b) Any extended leave requires the approval of the Principal prior to the student
commencing their leave.
c) There should be no unexplained absences.
d) Unsatisfactory attendance impacts on a student’s ability to satisfactorily complete
course work.
PARTICIPATION A GENUINE ATTEMPT must be made concerning the learning and teaching
activities of a course.
a) Participating in a course involves completing assignments, homework and set
tasks, even if they are not assessment tasks. Work placement is a mandatory HSC
requirement for Vocational Education Training (VET) courses.
b) It is up to the teacher's professional judgment to determine what constitutes
genuine participation.
c) Those deemed unsatisfactory will be issued with an official NESA "N" (Non-
Completion) warning notice.
d)Warnings are sent to parents in writing if this eventuality appears likely. Students
are given an opportunity to rectify the situation
COMPLETION A student must make A GENUINE ATTEMPT at all Assessment Tasks in each course
OF ASSESSMENT in which they are entered.
TASKS a) Any student who fails to complete Assessment Tasks worth in excess of 50
percent of the available marks will be issued with an official NESA "N" (Non-
Completion) notice, which will disqualify him/her from the particular course.
b) This may in turn disqualify the student from receiving an ATAR and/or the HSC.
c)Warnings are sent to parents in writing. Students are given an opportunity to
rectify the situation
REPORTING STUDENT PROGRESS
Formal, written school reports are issued following the Year 12 Half Yearly and Trial examinations. These
reports are designed to reflect the work achieved by the student in all aspects of their work, not just in HSC
assessment tasks. Students need to complete all work given so that they are adequately prepared for the HSC
examination at the end of Year 12.
Unsatisfactory progress through incompletion of homework, absence from lessons, poor effort, etc. will be
reported to parents as soon as possible. Students are reminded that failure to complete both assessable and
non-assessable tasks will contribute to their not having met the requirements for the award of a Higher School
Certificate. A parent/teacher evening is conducted after the half-yearly examinations.
HSC Assessment Policy 2019-2020 Page 5
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019UNSATISFACTORY COMPLETION OF A COURSE
STEP 1 NOTIFICATION
Parents will be notified by letter when students are not meeting requirements in a
course. This formal WARNING is called an `N’ Warning.
STEP 2 Students are given an OPPORTUNITY TO RECTIFY THE SITUATION.
ATTENDANCE and PARTICIPATION in course teaching and learning activities
may need to be improved.
COMPLETION OF AN ASSESSMENT TASK may require students to complete a
missed assessment task within a two week period.
STEP 3 SECOND N-WARNING LETTER SENT
Students are given a second opportunity to rectify their situation.
STEP 4 UNSATISFACTORY DETERMINATION (N-AWARD)
An unsatisfactory result in a course will be determined by the Principal, in conjunction
with the Deputy Principal and relevant Head Teacher(s).
The Principal will explain to the student the reasons for the determination/s and advise
him/her of the consequences of this determination.
The student will be advised of his/her right to seek a reconsideration of this
determination, and the procedures involved in submitting an appeal. The student will be
provided with a blank Student Appeal Form and advised of the final date of submission
of this form.
The Principal will ensure the student has read the Information for Students and read and
signed the Student’s Declaration on the Principal’s Determination Form.
If the student is under 18 years of age the signature of the student’s parent/guardian
must also be obtained.
This course(s) will not be listed on the student’s Higher School Certificate Record of
Achievement, unless the student seeks a review of this determination and the appeal is
successful.
The ‘N’ determination in this course(s) may also impact on the student’s eligibility for
the award of the Higher School Certificate and/or an ATAR. To be issued with an HSC a
student must have successfully completed at least 12 units satisfactorily in the
Preliminary pattern of study and 10 units in the HSC study pattern.
HSC Assessment Policy 2019-2020 Page 6
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019SCHEDULE OF ASSESSMENT TASKS
NOTIFICATION OF The Schedule of Tasks indicates specific dates scheduled for assessment tasks from Term
TASKS 4, 2018 to Term 3, 2019.
For assessment tasks, written notice will also be given outlining details and marking
criteria at least two weeks prior to the task date. Teachers will use their professional
judgement to ensure students have adequate time to prepare for each task.
For examinations, written notice may be given outlining details prior to the task date.
However, students should use the schedule of tasks for task dates, weightings and
outcomes assessed.
Notification of changes (eg. of date due) will be given in writing at least two weeks prior
to the task date.
SUBMISSION OF Teachers will inform students in writing how the task is to be submitted, the date and
TASKS time the task is to be submitted by.
YOU MUST NOT under any circumstances leave a piece of work on a teacher’s desk as
no record will have been established of its presentation. Any work not personally
handed to the class teacher or a person nominated by the class teacher will be dealt with
in the same manner as for failure to complete a task.
Follow the procedures outlined in this policy for not attending or submitting a task due to
an unforeseeable or forseeable absence.
Note the rules outlined in this policy regarding late submission of hand-in tasks without a
valid reason.
REPORTING AND All students will receive meaningful feedback on their performance in each Assessment
TASK FEEDBACK Task.
Feedback will normally be provided as a comment, a raw mark, and/or ranked position
within the course cohort.
The onus is on students to check their mark calculations and report any discrepancies at
the time the assessment task is returned to them.
The school will provide each student with formal details of their ranked position within
this school's candidature as part of their final HSC report. BOSTES regulations prohibit the
school from providing a raw aggregate of marks scored in any course or subject.
QUERYING THE If, on the return of an assessment task, a student considers a mistake has been made in
MARKING OF AN the marking of the assessment task it is their responsibility to discuss their concern with
ASSESSMENT TASK the subject teacher immediately.
Where students can demonstrate that there is a clerical error in allocation of marks, the
marks and rank will be amended accordingly.
If the student is dissatisfied with the response given, the student should consult with
the subject Head Teacher within 3 school days of the return of the assessment task.
HSC Assessment Policy 2019-2020 Page 7
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019If the matter cannot be resolved, the student may ask for a review of the Head
Teacher’s decision by the Senior Board of Review Panel. The review request must be
made within 7 school days of the return of the assessment task.
The Senior Board of Review Panel will be convened by the Head Teacher Senior Studies
and will also include the Deputy Principal and Year Adviser.
A teacher’s professional judgment cannot be the basis of a review. The Senior Board of
Review Panel will consider if:
Any clerical errors were made in the marking and recording of the marks
The task conformed with NESA weighting requirements as detailed in syllabuses
The task conformed with the school’s assessment procedures
A professional marking process was used
The student was provided with meaningful feedback in relation to the marking
criteria and course outcomes.
Students will be notified of the panel’s decision by the Head Teacher Senior Studies. The
panel’s decision will be final.
HSC Assessment Policy 2019-2020 Page 8
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019STUDENT LEAVE
Accelerants will be given a study day on the day before the scheduled half-yearly and Trial examination (s).
Year 12 students have a scheduled study day on Wednesday B. On this day, teachers may organise HSC
Seminars or excursions to HSC study days offered in the local area. Students are encouraged to use this day
to attend school to complete major works for their chosen subjects.
Students who are in accelerated classes do not have access to the general designated Senior study days. As
a supportive measure, accelerants are allocated a study day the day before their scheduled half-yearly and
trial examination (s) for each subject they are accelerated in.
Year 12 Students have a scheduled study day on Wednesday B. On this day teachers may organise HSC
Seminars or excursions to HSC study days offered in the local area.
IMPORTANT NOTE FOR ALL STUDENTS
The Assessment Schedules printed in this book have been prepared early in the HSC year. Circumstances often
occur during the HSC year, which may require changes to the printed schedules.
Any changes that MAY occur will be made in consultation with staff and students and remain accountable to
NESA guidelines.
PROCEDURES FOR STUDENT ABSENCE FROM OR INABILITY TO SUBMIT AN ASSESSMENT TASK ON THE
DUE DATE - UNFORSEEABLE ABSENCE.
STEP 1 NOTIFY the relevant Head Teacher or the Head Teacher Senior Studies, if possible, on the
morning of the task or task due-by date.
OBTAIN documentation
STEP 2 Illness - a Doctor's Medical Certificate will be required covering the absence.
Technological Failure- Students will need to provide independent evidence of the
technological failure, e.g. Attempts to rebuild or recover printouts of drafts or
partial drafts or associated notes and summaries in order for extensions etc. to be
granted. Students will be solely responsible for maintaining backups of all personal
data files, independently of the school’s computers and network.
Other documentation such as school counsellors report or other equivalent
professional (objective) documents can be used.
Letters from family members or friends are acceptable in exceptional
circumstances only.
STEP 3 Every effort is to be made to submit a hand-in task on the due date regardless of
illness/misadventure on the due date. Parents can submit the task at the Front Office or
you can contact the teacher or relevant Head Teacher and submit the task electronically. If
this is not possible, SUBMIT the task the very next day you attend school to the class
teacher or to the relevant Head Teacher even if there is NO scheduled lesson on that day.
ORGANISE an alternate date for an in-class task or examination the very next day you
attend school with the class teacher or the relevant Head Teacher even if there is NO
scheduled lesson on that day.
STEP 4 COLLECT and COMPLETE an Illness/Misadventure Form. Ensure that it has been signed by
the relevant Head Teacher . Forms can be collected from the Head Teacher Senior Studies.
HSC Assessment Policy 2019-2020 Page 9
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019STEP 5 SUBMIT the Illness/Misadventure form and documentation to the Head Teacher Senior
Studies. On return to school, students will be given 2 school days to submit the form and
documentation. If circumstances (e.g. Head Teacher absent) prevent this you must notify
the Head Teacher Senior Studies within the 2-day period.
The Head Teacher Senior Studies will notify the student and relevant Head Teacher the
decision regarding the illness/misadventure application.
If the application is successful the task is marked without penalty. A substitute task may be
administered or an estimated mark may be given at the discretion of the Head Teacher.
If the application is unsuccessful the task is marked with penalty, which may include the
student being awarded ‘zero’.
APPEAL If the student’s application is unsuccessful, students are entitled to lodge an appeal with the
Head Teacher Senior Studies within 2 school days of being informed of the
illness/misadventure application decision. The appeal will be considered by the Senior Board
Review Panel. If the student’s appeal is successful, the student will be informed and marks
awarded. If the student’s appeal is unsuccessful, the student will be informed.
Irrespective of the outcome of the illness/misadventure application, all students will be
NOTE required to complete the task/substitute task to show evidence that the student has met
the course completion requirements.
PROCEDURES FOR STUDENT ABSENCE FROM OR INABILITY TO SUBMIT AN ASSESSMENT TASK ON THE
DUE DATE - FORSEEABLE ABSENCE.
STEP 1 NOTIFY the Head Teacher Senior Studies and relevant Head Teacher of the
dates and reason for the leave.
Provide a detailed letter from parent/carer.
STEP 2 OBTAIN permission from the Principal for holiday or extended leave.
If the leave is for 5 days or more an ‘Application for extended leave/travel”
form must be submitted to the Principal at least TWO WEEKS before the
leave.
Forms can be collected from the front office.
STEP 3 COLLECT and COMPLETE an Illness/Misadventure Form.
STEP 4 ORGANISE an alternate date for an in-class task or examination BEFORE
taking leave with the class teacher or the relevant Head Teacher. A substitute
task may be administered or an estimated mark may be given at the
discretion of the Head Teacher.
HSC Assessment Policy 2019-2020 Page 10
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019ORGANISE an alternate date or method of submission (eg. electronic) of a
hand-in task BEFORE taking leave with the class teacher or the relevant Head
Teacher.
Note: Students will not be able to complete tasks of an examination nature
before the due date.
STEP 5 SUBMIT the Illness/Misadventure form and documentation to the Deputy
Principal before taking leave.
PENALTIES FOR LATE SUBMISSION WITHOUT AN ACCEPTABLE ILLNESS/MISADVENTURE
The following penalties will apply in the case of a hand-in Assessment Task not being submitted on time and where
there is no acceptable reason or supporting documentation.
ONE DAY LATE 20% of the total mark awarded will be deducted
TWO DAYS LATE 40% of the total mark awarded will be deducted
THREE OR MORE DAYS LATE Zero awarded. The task must still be submitted.
The task will be marked and returned to the student with feedback. The mark,
however, will not contribute to the aggregated assessment mark in that
subject or course.
Failure to submit the task may lead to an "N" determination
PROCEDURES RELATING TO MALPRACTICE
All work presented in assessment tasks and external examinations (including submitted works and practical
examinations) must be your own or must be acknowledged appropriately.
Malpractice could lead to you receiving zero marks and may jeopardise your HSC mark and/or ATAR results.
Malpractice is any activity that allows you to gain an unfair advantage over other students. 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 books, journals, CDs or the internet without reference to the source
building on the ideas of another person without reference to the source
buying, stealing or borrowing another person’s work and presenting it as your own
submitting work to which another person such as a parent, coach or subject expert has contributed
substantially
using words, ideas, designs or the workmanship of others in practical and performance tasks without
appropriate acknowledgement
paying someone to write or prepare material
breaching school examination rules (a copy is included in this policy)
using non-approved aides during an assessment task
contriving false explanations to explain work not handed in by the due date
assisting another student to engage in malpractice.
All incidents of malpractice will be recorded on the NESA Malpractice Register by the Head Teacher Senior Studies.
HSC Assessment Policy 2019-2020 Page 11
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019AWARD OF ZERO
Zero will be awarded for any task when:
The student is absent from an in-class or examination task without valid reason.
A hand-in task is submitted more than two days after the due date without valid reason.
There is sufficient evidence of malpractice.
There is sufficient evidence of breaching school examination rules.
There is sufficient evidence of a non-serious attempt, or a task contains frivolous or objectionable
material
In all Assessment tasks, non-serious attempts will be identified by the teacher/Head Teacher and dealt with by the
Head Teacher Senior Studies in consultation with the Principal or Deputy Principal.
ACCELERANTS, ACCUMULANTS AND STUDENTS TRANSFERRING TO THE SCHOOL DURING THE HSC YEAR
Accelerants will be required to complete all assessment tasks undertaken by students completing
requirements in the normal timeframe. Accelerants will be given a study day the day before their scheduled
half-yearly and Trial examination (s).
In the case of an accumulant (Pathways student) who is repeating a subject where a major work or project is
required, the major work or project entered and marked in a previous year cannot be resubmitted.
A fair and valid process regarding assessment requirements, in line with NESA guidelines, will be determined
during the enrolment process for students transferring to MHS during the HSC year.
ILLNESS AND MISADVENTURE DURING THE HSC EXAMINATIONS
Students whose performance during the HSC Examination is impaired by either illness or misadventure must make
the supervisor of the examination aware of the situation prior to or during the examination.
The student must see the Principal, Deputy Principal or Head Teacher Senior Studies as soon as possible in order to
commence the necessary paperwork. Documentation including professional assessment will be needed to support the
claim. Should the claim be upheld, the student's Assessment Mark or Examination Mark (whichever is the higher) will
be awarded in the affected course or courses.
HSC FINAL ASSESSMENT RANK APPEALS
The school will provide each student with formal details of their ranked position in each course as part of their final
HSC school report. Students are able to seek a school review of their final assessment rank in any subject. This
review may be requested following the issuing of the school reports and up to 2 days following the final written HSC
examination. The review decision will be communicated to the student in writing the following day. If the review is
declined at school level the student may subsequently appeal to NESA the day following the communication of the
decision.
School Review of Assessment Ranks Process
Students must complete and submit Section A of the Student Appeal to NESA against Assessment Rank form. This
form is available from the Head Teacher Senior Studies.
A school assessment review will be conducted by the Senior Board of Review Panel and will only focus on the
HSC Assessment Policy 2019-2020 Page 12
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019procedures followed by the school for determining the final assessment mark. The marks awarded for individual
assessment tasks are not subject to review as part of this process.
In conducting an assessment review the school will ascertain whether:
• the weightings for course components in the school assessment program conform with NESA requirements as
detailed in the syllabus packages
• the school's procedures for determining assessments conform with its assessment program
• there are no clerical or computational errors in the determination of the assessment mark.
If these conditions have been met, no change to the assessment will be made. If a change is required, the Principal
will notify NESA Student Records by email at records@nesa.nsw.edu.au.
The student will be informed of the outcome of the review by the Deputy Principal and will be advised of the
provision for a subsequent appeal to NESA.
Appeal to NESA
Students must complete and submit to the Principal Sections B and C of the Student Appeal to NESA against
Assessment Rank form. The principal will submit the forms to NESA.
There is no provision for appeals against the marks awarded for individual assessment tasks. NESA will consider only
whether:
a) the school review process was adequate for determining that:
• the weightings for course components in the school assessment program conform with the NESA requirements as
detailed in the syllabus packages
• the school's procedures for determining the final assessment mark conform with its stated assessment program -
in particular the weightings used for the various assessment tasks should be consistent with those specified
in the assessment program
• there are no computational or other clerical errors in the determination of the assessment mark
b) the conduct of the school review was proper in all respects.
If the appeal is upheld, NESA will refer the matter back to the school for a further review. The results of that review
may affect the assessment mark of the student making the appeal and/or the assessment marks and ranks of other
students.
NESA will not consider further appeals from other students whose assessment rank may be affected by reviews or
appeals. Although initiated by individual students, the reviews and appeals relate to the assessment process and are
designed to correct any errors affecting the assessments for the entire school course group.
HSC Assessment Policy 2019-2020 Page 13
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019From NESA “ Stage 6 Science A Guide to Depth Studies “
What is a depth study?
Each Stage 6 Science syllabus contains the following information about depth studies.
A depth study is any type of investigation/activity that a student completes individually or collaboratively that allows
the further development of one or more concepts found within or inspired by the syllabus. It may be one
investigation/activity or a series of investigations/activities.
Depth studies provide opportunities for students to pursue their interests in Science, acquire a depth of
understanding, and take responsibility for their own learning.
Depth studies promote differentiation and engagement, and support all forms of assessment, including
assessment for, as and of learning.
Depth studies allow for the demonstration of a range of Working Scientifically skills.
A depth study may be, but is not limited to:
A practical investigation or series of practical investigations and/or a secondary-sourced investigation or
series of secondary-sourced investigations, presentations, research assignments or fieldwork reports
The extension of concepts found within the course, either qualitatively and/or quantitatively.’
Depth studies are designed to provide opportunities for students to:
Consolidate their learning
Develop competence and confidence in relation to their knowledge and skills
Foster creativity by allowing students to apply their knowledge and skills to new situations.
Time is the essential element required for students to consolidate their learning, develop their competence and
confidence, and to foster creativity.
Can students develop the same/similar depth study if they are studying more than one Science subject?
The purpose of a depth study is to expand students understanding of scientific concepts while demonstrating Working
Scientifically skills, and this is partially course-specific. In a practical sense the skills will be transferable, but are developed within
the context of the course studied. Therefore, to fulfil the course requirements, each course must have documentation of the
students’ depth study/studies for that course only. The formal assessment of the depth study/studies must address at least one
specific Knowledge and Understanding outcome for that course.
Completing only one task for both Science subjects will not fulfil the assessment requirements set down in the Assessment
Certification Examination (ACE) Manual
Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.
(Ace 8013).
Can students use their depth study/studies for the Scientific Research Project in Science Extension?
A student may take inspiration from their depth study/studies undertaken in a 2 Unit Science course. However, the course
requirements and outcomes are different for the 2 Unit Science courses and Science Extension. Students studying Science
Extension are expected to extend their Scientific Research and Working Scientifically skills to a level greater than that required
for the 2 Unit courses.
Additionally, the Scientific Research Project and the depth study/studies both require separate formal school-based assessment
as outlined above and in the ACE manual.
HSC Assessment Policy 2019-2020 Page 14
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019Mullumbimby High School
Application for Absence from an Assessment Task & Illness/Misadventure
NAME: _____________________________________________ PRELIMINARY HSC
SUBJECT: ______________________________________________________________________________
TEACHER: _____________________________________________________________________________
DATE OF ASSESSMENT TASK: ______________________________________________________________
REASON FOR INABILITY TO ATTEND OR SUBMIT TASK ON TIME: __________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
I have attached a Medical Certificate from Dr _________________________________________________
I have attached a Supporting Statement from _________________________________________________
SIGNED: ________________________________________ (Student)
DATE RECEIVED: ___________________________
DECISION: Approved/Denied
REASON FOR DENIAL:
__________________________________________________________________________
IF DENIED, STUDENT NOTIFIED OF APPEAL PROCESS:
RECOMMENDED ACTION __________________________________________ and due date ___/___/___
CLASS TEACHER NOTIFIED
STUDENT NOTIFIED
SIGNED: _________________________________________ (Subject Head Teacher) Date: ___/___/___
SENTRAL ENTRY MADE
FORM FILED
SIGNED: ___________________________________ (Head Teacher Senior Studies) Date: ____/___/___
HSC Assessment Policy 2019-2020 Page 15
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019RESPONSIBILITIES OF STUDENTS
1. Do All Tasks
It is expected that you will complete all tasks, making a genuine attempt with no sign of malpractice
(cheating).
2. Do Tasks When Due
It is your responsibility to be present for, or hand in, an Assessment Task on the day it is due.
3. Attend Day Before, Lesson Before
It is your responsibility to be present at school the calendar day before and during all lessons, on the
day, up until the task is due. A school excursion is considered to be attendance.
4. Clashes
It is your responsibility to let your teacher know if there is a clash, such as several tasks due on the
same day or a compulsory excursion on the same day as an Assessment Task. If you feel the situation
is unfair you should see the Deputy Principal immediately.
5. Absence from Tasks
It is your responsibility to arrange for the handing in of a task or providing necessary documentation
if you are unable to do so.
6. NESA Requirements
Familiarise yourself with NESA requirements for the satisfactory completion of courses and for
satisfactory attendance.
7. Assessment Schedule
Ensure you have a copy of the assessment schedule for EACH course you are studying and that you
are aware of course requirements.
8. Mullumbimby High School Assessment Policy
Be aware of the assessment policy and procedures of Mullumbimby High School as detailed in this
document.
9. Advice
It is your responsibility to seek advice from the subject Head Teacher or Deputy Principal if there is a
problem, which has not been resolved satisfactorily within a course.
To be fair to everyone, the rules have to be followed.
HSC Assessment Policy 2019-2020 Page 16
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019GETTING ADVICE ON HSC ASSESSMENT
Deputy Principal and Head Teacher Senior Studies
Responsible for the management of assessment in the school, i.e. the School Policy and HSC
Assessment Program.
Will contact NESA re specific problems.
First point of contact if you are not sure who to talk to.
Give advice on Student Appeals
Careers Adviser
Responsible for Career advice related to subject selections.
Discuss NESA requirements on HSC assessment.
Provide advice on University entrance, early entry schemes and scholarships
Provide assistance and guidance regarding TVET courses
Year Adviser
Responsible for the wellbeing of students
Discuss problems of adjustment with assessment and organisation of time.
School Counsellor
Provide wellbeing support and guidance
Assist with stress management
Head Teachers
Responsible for own faculty policy on HSC assessment and its implementation.
Discuss problems related to tasks, which cannot be resolved with teacher.
Arrange for alternate tasks due to student absence.
Provide information and access to HSC Prescribed Texts, Topics, Projects & Works, Syllabuses and
Examination Specifications.
Librarian
Provide access to subject guidelines, syllabuses, assessment guidelines.
Provide advice on resources and research.
BUT REMEMBER,
YOUR TEACHER IS USUALLY GOING TO BE THE FIRST PERSON TO GIVE YOU
ASSISTANCE AND ADVICE IF YOU HAVE A REASONABLE PROBLEM.
HSC Assessment Policy 2019-2020 Page 17
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019PERSONAL STUDY PLAN It’s Only a Matter of Time ... and how well you use it! Basically, the more time you spend learning the better the learning. However, the way you use your time is very important. Practising over a period of time is the best strategy. An ideal learning pattern would involve. a. Immediate rehearsal within 20 minutes. b. A test after a few minutes. c. A review after the first hour. d. A short review after an overnight rest, because sleep appears to reinforce memory. e. A short review after a week. f. A short review after a month. Such a schedule can maintain recall at up to 88% - four times better than the expected curve of forgetting. Individual lessons should have breaks, so that you give your brain a chance to relax. A Study Timetable allows you to get the most out of your time. It includes a balance of regular commitments, fun and study. TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 8.30- 3.30 School School School School HSC Assessment Policy 2019-2020 Page 18 t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019
A GLOSSARY OF HSC KEY WORDS
Syllabus outcomes, objectives, performance bands and examination questions have key words that state what
students are expected to be able to do. This glossary of key words has been developed to help provide a
common language and consistent meaning in the Higher School Certificate documents.
Using the glossary will help students understand what is expected in responses to examinations and assessment
tasks.
Account Account for: state reasons for, report on. Give an account of: narrate a series of events or
transactions
Analyse Identify components and the relationship between them; draw out and relate implications
Apply Use, utilise, employ in a particular situation
Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Critically Add a degree or level of accuracy depth, knowledge and understanding, (analyse/ logic,
questioning, reflection and quality to (analyse/evaluation) evaluate)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate Make a judgement based on criteria; determine the value of
HSC Assessment Policy 2019-2020 Page 19
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019Examine Inquire into
Explain Relate cause and effect; make the relationships between things evident; provide why and/or
how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example, a point of view, idea, argument, suggestion) for consideration or
action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
Synthesise Putting together various elements to make a whole
HSC Assessment Policy 2019-2020 Page 20
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019SUBJECT
ASSESSMENT
SCHEDULES
HSC Assessment Policy 2019-2020 Page 21
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019ANCIENT HISTORY
Component Task 1 Task 2 Task 3 Task 4 Weighting
%
Cities of Vesuvius: Ancient Societies Historical Periods Trial
Pompeii and Examination
Herculaneum
Term 4, Week 9 Term 1, Week 9 Term 2, Week 9 Term 3,
Week 3/4
Outcomes assessed Outcomes assessed Outcomes assessed Outcomes
assessed
AH12-2 AH12-6 AH12- AH12-1 AH12-4 AH12-5 AH12-6
7 AH12-8 AH12-10 AH12-5 AH12-6 AH12-7 AH12-9 AH12-1
AH12-7 AH12-9 AH12-3
AH12-5
AH12-6
AH12-9
Knowledge and
understanding of course 10 10 10 10 40
content
Historical skills in the
analysis and evaluation
5 5 5 5 20
of sources and
interpretations
Historical inquiry and
5 5 5 5 20
research
Communication of
historical understanding 5 5 5 5 20
in appropriate forms
Total % 25 25 25 25 100
HSC Assessment Policy 2019-2020 Page 22
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019BIOLOGY
Task 1 Task 2 Task 3 Task 4
Heredity and Genetic
Change
Module 5 topic test Depth Study Trial Examination
Practical Task
(research portfolio)
Term 4, Week 9 Term 1, Week 10 Term 2, Week 8 Term 3, Week 3-4
Outcomes assessed Outcomes assessed Outcomes assessed Outcomes
assessed
BIO11/12-4 BIO11/12-1 BIO11/12-1 BIO11/12-2
BIO11/12-3 BIO11/12-1
BIO11/12-5 BIO11/12-2 BIO11/12-3
Component BIO11/12-4 BIO11/12-2
BIO11/12-6 BIO11/12-4
BIO11/12-5 BIO11/12-4
BIO11/12-7 BIO11/12-5
BIO11/12-6 BIO11/12-5
Weighting
BIO12-12 BIO11/12-6
BIO11/12-7 BIO11/12-6 %
BIO11/12-7
BIO12-14 BIO11/12-7
BIO12-13
BIO12-15 BIO12-12
BIO12-13
BIO12-14
BIO12-15
Skills in Working
Scientifically
10 20 20 10
60
Knowledge and
Understanding
5 5 10 20 40
Total % 15 25 30 30 100
HSC Assessment Policy 2019-2020 Page 23
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019BUSINESS STUDIES
Component Task 1 Task 2 Task 3 Task 4 Weighting %
Operations Finance Marketing Trial HSC
Statement Analysis Examination
Analysis
Term 4 2019 Term 1, 2020 Term 2, 2020 Term 3, 2020
Week 9 Week 8 Week 9 Week 3/4
Outcomes Outcomes Outcomes Outcomes
assessed assessed assessed assessed
H1, H2, H5, H7 H4, H6, H7, H3, H5, H6, H2, H3, H4,
H8, H9, H10 H7, H8, H9 H5, H6, H9,
H10
Knowledge and
understanding
10 10 10 10 40
of course
content
Stimulus-based
5 10 15
skills
Inquiry and
5 10 15
research
Communication
of business
information,
ideas and 5 5 10 10 30
issues in
appropriate
forms
Total % 20 20 30 30 100
HSC Assessment Policy 2019-2020 Page 24
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019COMMUNITY AND FAMILY STUDIES (CAFS)
Task number Task 1 Task 2 Task 3 Task 4
Nature of tasks Independen Presentati investigation Trial HSC
t Research on & Report Examination
Project Support for Groups in
parents Context
and carers Government
& Equity
Issues
Timing Term 1, Term 2, Term 3 week Term 3, Week
Weeks 2- 9 Week 2-9 9 3-4
Week 9 Baby care
Final (10%) Info
pamphlet
(15%)
Outcomes H4.1, H4.2 H3.2, H5.1, H2.2, H2.3, H1.1 to H6.2
assessed H5.2 H3.3
Component Weighting %
Knowledge and 5 10 10 15 40
understanding of
course content
Skills in critical 15 15 15 15 60
thinking, research
methodology,
analysing and
communicating
Total % 20 25 25 30 100
HSC Assessment Policy 2019-2020 Page 25
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019CHEMISTRY
Task 1 Task 2 Task 3 Task 4
Module 5 topic test Titration Practical Depth Study Trial Examination
Term 4, Week 7 Term 1, Week 8 Term 2, Week 8 Term 3, Week 3-4
Outcomes assessed Outcomes assessed Outcomes assessed Outcomes assessed
CH11/12-2 CH11/12-2 CH11/12-3 CH11/12-1 CH11/12-2 CH11/12-2
Component CH11/12-3 Weighting
CH11/12-4 CH11/12-5 CH12-13 CH11/12-4
CH11/12-4 %
CH11/12-5 CH11/12-5
CH11/12-5 CH11/12-7
CH11/12-6 CH11/12-6
CH12-14
CH11/12-7 CH11/12-7
CH12-12 CH12-12
CH12-13
CH12-14
CH12-15
Skills in Working
Scientifically
10 20 20 10 60
Knowledge and
5 5 10 20 40
Understanding
Total % 15 25 30 30 100
HSC Assessment Policy 2019-2020 Page 26
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019DESIGN AND TECHNOLOGY
Task number Task 1 Task 2 Task 3 Task 4
Nature of tasks Project Proposal Innovation and Project Trial HSC
Presentation Emerging Development and Examination
Technology Case Management
Study* Report
Timing Term 2 Week 2 Term 2, Week 6 (FRI) Term 3, Week 10 Term 3, Weeks 3–4
(FRI)
Outcomes assessed H2.1, H4.1, H4.2 H2.2, H3.1, H3.2, H4.3, H5.1, H5.2, H1.1, H1.2, H2.1,
H6.2 H6.1 H2.2, H3.1, H6.2
Component Weighting %
Knowledge and 20 20 40
understanding of
course content
Knowledge and skills 20 30 10 60
in designing,
managing, producing
and evaluating a
major design project
Total % 20 20 40 0 100
HSC Assessment Policy 2019-2020 Page 27
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019DRAMA
Task 1 Task 2 Task 3 Task 4
Time Term 4 Week 10 Term 1 Week 8 Term 2 Week 10 Term 3 Week 5
Task Performing An Individual Project Presentation Trial HSC Examination
Essay presentation Group Written Examination,
Performative Including log book, Performance Individual Project and
response based on preliminary drafts Including log Group Performance
workshop and research books, preliminary including log books,
experiences and script scripts, research and
research development, rationales
research, planning
and reflection
Weighting 20% 20% 20% 40%
Outcomes H 1.2. 1.3. 1.4. 1.6. H 1.1. 1.2. 1.3. 1.5. H 1.1. 1.2. 1.3. 1.4. H 2.1. 2.2. 2.3. 2.5. 3.1.
Assessed 2.3. 3.1. 3.2. 3.3. 1.8. 1.9 1.5. 1.6. 1.7. 1.8. 3.2. 3.3. 3.4. 3.5.
3.4
Assessment Area Making Making Performing Making Performing Making Performing
Critically Studying Critically studying
EARTH & ENVIRONMENTAL SCIENCE
Task 1 Task 2 Task 3 Task 4
Topic Test Skills Test Depth Study Trial HSC Exam
Module 5-8
Module 5: Earth’s Module 6: Module 7: Climate Weighting %
Processes Hazards Science
Term 4, Week 9 Term 1, Week 9 Term 2, Week 9 Term 3, Week 9-10
Component
Outcomes Outcomes Outcomes Outcomes assessed
assessed assessed assessed EES 11/12-5
EES 11/12-1 EES 11/12-1 EES 11/12-1 EES 11/12-6
EES 11/12-4 EES 11/12-4 EES 11/12-4 EES 12-12
EES 11/12-7 EES 11/12-5 EES 11/12-5 EES 12-13
EES 12-12 EES 11/12-6 EES 11/12-6 EES 12-14
EES 12-13 EES 11/12-7 EES 12-15
EES 12-14
Knowledge and
Understanding 10 5 10 15 40
Skills in Working
5 20 20 15 60
Scientifically
Total % 15 25 30 30 100
HSC Assessment Policy 2019-2020 Page 28
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019ENGINEERING
Task 1 Task 2 Task 3 Task 4
Time Term 4 Week 9 2019 Term 1 Week 6 2020 Term 2 Week 9 2020 Term 3 Week 3&4
2020
Task Bridge and Civil In class topic test Aeronautical HSC Trial
Structures Practical Engineering report Examination
and Theory Task (collaboration/group
task)
Weighting 25% 20% 25% 30%
Assessment Area H1.1, H2.2, H3.1, H1.1, H2.2, H3.1, H3.2, H4.1, H4.3, H1.2, H2.1,44.2,
H3.3, H2.1, H4.1, H3.3, H4.3, H6.1 H5.1, H5.2, H6.1 H3.1, H3.3, H4.3,
H4.2 H5.1, H5.2, H6.1
HSC Assessment Policy 2019-2020 Page 29
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019ENGLISH STANDARD
Task number Task 1 Task 2 Task 3 Task 4
Texts and Human Module A: Module B: Close All Modules
Experience Language, culture study of literature
and identity
Mandatory Module
Nature of task HSC Trial
Creative writing examination
Multimodal In Class - essay with a reflection
assessment task
Term 4 2018, Week Term 1 2019, Week Term 2 2019 , Week Term 3 Week 3
Timing
9 10 9
ENS12-3,5,9 ENS12-1, 2,3,5,7, ENS12-1, 3,5,6,8 ENS12-2,4,
Outcomes assessed
Components Weighting %
Knowledge and 10
understanding of course 15 15 10 50
content
Skills in responding to texts
and communication of 15
ideas appropriate to
10 10 15 50
audience, purpose and
context across all modes
Total % 25 20 25 30 100
HSC Assessment Policy 2019-2020 Page 30
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019ENGLISH ADVANCED
Task number Task 1 Task 2 Task 3 Task 4
Texts and Digital Worlds Folio-Craft All Modules
Nature of task Human of writing HSC Trial
Experience Essay/discussion exam
Common
Module
Multimodal
assessment
Timing Term 4 Term 1 Term 2 Term 3
Week 9 Week 7 Week 10 Week 3
Outcomes assessed ES12-1,4,7,8 ES12-5,6,8 ES12-3,7,9 ES12-2,3,5,9
Components Weighting
Knowledge and
understanding of course 15 10 15 10 50
content.
Skills in responding to
texts and communication 15 10 10 10 50
of ideas appropriate to
audience, purpose and
context across all modes.
Total % 30 20 20 30 100
HSC Assessment Policy 2019-2020 Page 31
t:\office\booklets\senior handbooks\2020\hsc assessments 2019-2020.docx – updated 19/09/2019You can also read
