Year 11 Assessment Schedule 2024 Vs3

CONTENTS
CONTENTS ............................................................................................................................................................................... 1
NORTH SYDNEY BOYS HIGH SCHOOL_PLANNER_TERM 1 2024 ............................................................................................. 2
INTRODUCTION....................................................................................................................................................................... 5
HSC PATTERN OF STUDY REQUIREMENTS CHECKLIST FOR THE 2025 HSC ............................................................................. 5
ATAR........................................................................................................................................................................................ 6
SATISFACTORY COMPLETION OF A COURSE ........................................................................................................................... 7
SCHOOL POLICY ON ASSESSMENT TASKS ............................................................................................................................... 8
ANCIENT HISTORY 2 UNIT .................................................................................................................................................. 16
BIOLOGY 2 UNIT ............................................................................................................................................................... 17
BUSINESS STUDIES 2 UNIT ................................................................................................................................................. 18
CHEMISTRY 2 UNIT ........................................................................................................................................................... 19
DESIGN AND TECHNOLOGY 2 UNIT ................................................................................................................................... 20
ECONOMICS 2 UNIT ....................................................................................................................................................... 21
ENGINEERING STUDIES 2 UNIT .......................................................................................................................................... 22
ENGLISH ADVANCED 2 UNIT .............................................................................................................................................. 23
ENGLISH EXTENSION 1 UNIT .............................................................................................................................................. 24
ENTERPRISE COMPUTING 2 UNIT ...................................................................................................................................... 25
FRENCH CONTINUERS 2 UNIT ............................................................................................................................................ 26
GERMAN CONTINUERS 2 UNIT .......................................................................................................................................... 27
JAPANESE CONTINUERS 2 UNIT ......................................................................................................................................... 28
LATIN CONTINUERS 2 UNIT................................................................................................................................................ 29
LEGAL STUDIES 2 UNIT ................................................................................................................................................... 30
MATHEMATICS ADVANCED 2 UNIT ................................................................................................................................... 31
MATHEMATICS EXTENSION 1 1 UNIT ................................................................................................................................ 32
MODERN HISTORY 2 UNIT ................................................................................................................................................. 33
MUSIC 2 2 UNIT ............................................................................................................................................................... 34
PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION (PDHPE) 2 UNIT ......................................................... 35
PHYSICS 2 UNIT ............................................................................................................................................................... 36
SOFTWARE ENGINEERING 2 UNIT ..................................................................................................................................... 37
VISUAL ARTS 2 UNIT ....................................................................................................................................................... 38
SAMPLE FORMS .................................................................................................................................................................... 39
PLAGIARISM POLICY.............................................................................................................................................................. 43
DISABILITY PROVISIONS POLICY ............................................................................................................................................ 44
Page 1
NORTH SYDNEY BOYS HIGH SCHOOL_PLANNER_TERM 1 2024
Week Monday Tuesday Wednesday Thursday Friday
1B
School School
JANUARY/ Development Day Development Day
FEBRUARY 29 30 31 01 02
2A
FEBRUARY 05 06 07 08 09
3B
FEBRUARY 12 13 14 15 16
4A
FEBRUARY 19 20 21 22 23
5B
FEBRUARY/
MARCH 26 27 28 29 01
6A
MARCH 04 05 06 07 08
7B
MARCH 11 12 13 14 15
8A
MARCH 18 19 20 21 22
Good
9B Friday
MARCH 25 26 27 28 29
YR 11
EXAM BLOCK
Easter
10A Monday
APRIL 01 02 03 04 05
YEAR 11 EXAM BLOCK
11B
APRIL 08 09 10 11 12
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School
1A
Development
APRIL/ Day
MAY 29 30 01 02 03
2B
MAY 06 07 08 09 10
3A
MAY 13 14 15 16 17
4B
MAY 20 21 22 23 24
5A
MAY/
JUNE 27 28 29 30 31
6B
JUNE 03 04 05 06 07
King’s
7A Birthday
JUNE 10 11 12 13 14
8B
JUNE 17 18 19 20 21
9A
JUNE 24 25 26 27 28
10B
JULY 01 02 03 04 05
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School
Development
1A Day
JULY 22 23 24 25 26
2B
JULY /
AUGUST 19 30 31 01 02
3A
MAY 05 06 07 08 09
4B
AUGUST 12 13 14 15 16
5A
AUGUST 19 20 21 22 23
6B
AUGUST /
SEPTEMBER 26 27 28 29 30
YEAR 11 ASSESSMENT BLOCK (TBC)
7A
SEPTEMBER 02 03 04 05 06
YR11 ASSESSMENT BLOCK
8B
SEPTEMBER 09 10 11 12 13
9A
SEPTEMBER 16 17 18 19 20
10B
SEPTEMBER 23 24 25 26 27
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INTRODUCTION
This Year 11 Assessment Information and Schedule Booklet is issued to all students in Year 11 in 2024 for the reasons
outlined below.
• To ensure all students and their parents will be fully informed about Year 11 requirements, particularly with regard
to the school assessment components for each of their courses.
• To ensure students have advanced warning concerning assessment Tasks, when they will be held and their relative
weighting with regard to the final school assessment mark in each course.
• To enable students to plan their time wisely and organise an appropriate research project, assignment schedule
and study program.
• To help students understand the importance of the work they will be doing between Term 1 to
Term 3 in 2024.
• To encourage students to maintain a high standard of work in each of their courses. Most aspects of their work will
ultimately contribute in some way to their final success at the HSC.
This booklet is a valuable resource and students should keep it with them and review its contents regularly if they are to
avoid disappointment resulting from failure to be aware of what this booklet says about each course and the other
matters pertaining to assessable tasks. The rules contained in this booklet are designed to be fair to all students and to
prevent students from gaining unfair advantage over others. Ignorance of these rules will not be accepted as grounds
for appeal by students.
This booklet contains all the information you need to know about study, ATAR, Year 11 requirements and school policy
on assessment tasks.
There will be an Assessment Block in Term 1 in Weeks 10 / 11 (5 April – 12 April) for subjects that occur across several
lines of the timetable only.
The Year 11 (Yearly) Examinations will commence on September 2 (Term 3 Week 7).
Subject teachers will inform you of the details of the tasks e.g:
• topics to be examined;
• target dates;
• components;
• % weightings.
HSC PATTERN OF STUDY REQUIREMENTS

CHECKLIST FOR THE 2025 HSC
These requirements apply to the 2024 Year 11 course patterns and to course patterns for the 2025 HSC.
Commencing in Year 11, 2025 candidates for the Higher School Certificate must undertake a program of study
comprising at least:
• 12 units of Year 11 courses; and
• 10 units of Higher School Certificate courses
Both the Year 11 course pattern and the HSC course pattern must include:
• at least six units of NESA Developed Courses;
• at least two units of NESA Developed Course in English;
• at least three courses of two units value (or greater); and
• at least four subjects.
No more than six units of courses in science can contribute to Higher School Certificate eligibility.
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ATAR
WHAT IS THE ATAR?
The Australian Tertiary Admission Rank (ATAR) is a number between 0.00 and 99.95 with increments of 0.05. It is a rank
that provides a measure of your overall academic achievement in the NSW HSC in relation to that of other students, and
it helps universities rank applicants for selection. It is calculated by the universities and released by the UAC. The ATAR is
a rank, not a mark.
Your ATAR indicates your position relative to the students who entered Year 7 with you. An ATAR of 80.00 indicates that
you have performed well enough in the HSC to place you 20 percent from the top of your Year 7 group, assuming that
all students in this group completed Year 12 and were eligible for the ATAR.
It is important to note that your ranking depends solely on your performance in the HSC.
WHAT IS THE ATAR USED FOR?

The ATAR is used by universities (either on its own or in conjunction with other selection criteria) to rank applicants,
because for the majority of courses there are more applicants than there are places available.
The ATAR should not be used for any other reason because its sole function is to help universities select students for
admission.
WHO RECEIVES AN ATAR?

ATARs are calculated on all ATAR-eligible students, but not all students are notified. Only NSW HSC students who
indicate on their HSC entry forms that they wish to be notified of their ATAR will receive an ATAR Advice Notice from
UAC. ATAR can be accessed via UAC’s website at www.uac.edu.au about the same time students receive their HSC
results from the NSW Education Standards Authority (NESA).
AM I ELIGIBLE FOR AN ATAR?

To be eligible for an ATAR you must satisfactorily complete at least 10 units of ATAR courses. These ATAR courses must
include at least:
• eight units from Category A courses;
• two units of English;
• three ATAR courses of two units or greater;
• four subjects.
HOW IS MY ATAR CALCULATED?

Your ATAR is based on an aggregate of scaled marks in 10 units of ATAR courses comprising:
• your best two units of English and
• your best eight units from the remaining units. No more than two units of Category B courses can be included.
The actual calculation of your ATAR is a complex process that begins with scaling your raw HSC marks and ends with
ranking you among your entire Year 7 cohort.
WHEN IS MY ATAR CALCULATED?

You will receive an ATAR the first year you satisfy the eligibility requirements. If you complete additional courses or
repeat courses you have completed, your ATAR will be recalculated. Your most recent ATAR is the one used for selection
purposes.
WHICH COURSES COUNT TOWARDS MY ATAR?

Only ATAR courses can be used in the calculation of your ATAR. Your ATAR is therefore calculated from your aggregate
of scaled marks from your ATAR courses, including two units of English and your best eight units from the remaining
courses (according to the ATAR rules).
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CAN I ACCUMULATE MY COURSES?
Yes, you can accumulate courses over a period of up to five years.
CAN I REPEAT MY COURSES?

Yes, you can repeat courses over a period of up to five years. If you repeat a course, only the mark from your latest
satisfactory attempt will be included in the calculation of your ATAR.
ARE CERTAIN COURSES ALWAYS ‘SCALED UP’ OR ‘SCALED DOWN’?

No. Scaling is carried out afresh each year. If the quality of the candidature changes, the scaled mean will also change.
CAN I CHOOSE CERTAIN COURSES TO INCREASE MY ATAR?

No. As noted above, scaling is carried out afresh each year, so the scaled means are different every year. It is a myth
that choosing certain courses will increase your ATAR. When you choose your courses, you should think only about what
you are interested in (usually what you are good at too) and what you need to do to prepare you for your course or
career plans. The scaling process is designed to allow you to choose according to these principles and not, as far as
university selection is concerned, be disadvantaged by your choice.
SATISFACTORY COMPLETION OF A COURSE

The following course completion criteria refer to Year 11 courses.
COURSE COMPLETION CRITERIA

A student will be considered to have satisfactorily completed a Year 11 course if in the Principal’s view there is sufficient
evidence that the student has:
• Followed the course developed or endorsed by NESA, and
• Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by
the school;
• Achieved all of the course outcomes.
Principals may determine that, as a result of absence, the course completion criteria have not been met. Clearly,
absences will be regarded seriously by principals who must give students early warning of the consequences of such
absences.
If at any time it appears that a student is at risk of being given a ‘N’ determination in any course the Principal must warn
the student as soon as possible and advise the parent or guardian in writing (if the student is under 18 years of age).
This warning should be given in time for the problem to be corrected.
Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed
the Year 11 course. The Principal will then apply the ‘N’ determination.
Until a student presenting for a Higher School Certificate has satisfactorily completed courses totalling at least 12 units
of Year 11 courses and 10 units of HSC courses which satisfy the NESA’s pattern of study requirements, the student will
not be eligible to receive the award of a Higher School Certificate.
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SCHOOL POLICY ON ASSESSMENT TASKS
THE SCHOOL’S RESPONSIBILITIES
It is the policy of this school that:
• two weeks’ notice must be given for each assessment task;
• a calendar will be distributed showing proposed assessment tasks;
• additions / changes to the calendar should be advised at least two weeks in advance; and
• the Deputy Principal, in consultation with staff, will ensure that no student receives an excessive number of
assessment tasks in any given week and generally no more than two (or three short tasks) on any given day.
DISABILITY PROVISIONS
If you have a disability that would, in a normal examination situation, prevent you from reading the examination
questions and / or communicating responses, NESA may approve disability provisions.
• Applications for known conditions should be submitted as soon as possible. If you wish to apply for disability
provisions you should ask your Principal, Deputy Principal or the School Counsellor.
• Emergency provisions can be arranged if you have an accident just before the examination that impairs your ability
to undertake the examination. You should immediately notify your Principal or Deputy Principal in such a case.
• Your application should contain recent evidence indicating the precise nature of the disability and the consequent
effect on examination performance and, in some cases, examples of your work. You may need to organise any
testing required early in the year to ensure your application reaches NESA by the closing date. If applications do
not contain sufficient evidence, NESA’s decision may be delayed.
Disability provisions are not available:
• as compensation for difficulties in undertaking a course and preparing for the examination;
• for lack of familiarity with the English language.
ATTENDANCE AND APPLICATION

To allow each student to achieve the outcomes of each course a student must attend all timetabled lessons. Regular
absences will prevent students from applying themselves with sustained effort to the set tasks and experiences. Leave
will only be granted by the Principal if satisfied that the reason for absence is substantial and that the progress of the
student towards the course outcomes will not be unduly affected.
FORMAL AND INFORMAL TASKS

Students are required to apply themselves with diligence and sustained effort to the set tasks and experiences provided
in the course by the school. In each course some of the tasks will be counted towards the assessment and some will not.
Those tasks that are counted towards the assessment program are called formal tasks whilst those that are not are
called informal tasks. Tasks that are not formally assessed must be satisfactorily completed, while formal assessment
tasks must be satisfactorily attempted to provide an indication of the level of the student’s attainment of course
outcomes.
Informal assessment tasks play a major part in the context of the whole course, practice for assessment tasks and HSC
examination preparation. These tasks assist in the development of understanding and skills and they are an opportunity
to experiment and learn from mistakes.
HOMEWORK AND ASSESSMENT WORK

Students are expected to spend a minimum of 3 to 4 hours on course related work for each subject per week.
HANDING IN COMPLETED TASKS

It is the responsibility of the individual student to hand in their own work prior to or at the specified time and place on
the due day. Assessment tasks must be handed to the class teacher. If the class teacher is not available, assessment
tasks must be handed to the Head Teacher of that faculty.
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HONESTY IN ASSESSMENT – THE STANDARD
The following standard sets out the NESA requirements concerning students submitting their own work in assessments.
The honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others
in guiding students, underpins the integrity of the Higher School Certificate.
Each student’s mark will be determined by the quality of the work produced by the student only. To demonstrate
honesty, any component of a student’s work that has been written, created or developed by others must be
acknowledged in accordance with NESA subject specific documentation. Use or inclusion of material from other sources
such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and
learning do not require formal acknowledgement.
Dishonest behavior carried out for the purpose of gaining unfair advantage in the assessment process constitutes
malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. NESA treats allegations of
malpractice very seriously and detected malpractice will limit a student’s marks and jeopardise their HSC. Should
malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own.
These requirements should be read in conjunction with NESA syllabuses and policies in related areas such as malpractice
and satisfactory completion of a course. Details can be found on NESA’s website at: https://ace.
nesa.nsw.edu.au/higher-school-certificate/internal-assessment/honesty-in-assessment
WHAT CONSTITUTES MALPRACTICE

* See also Plagiarism Policy at back of this book
All work presented in assessment tasks and external examinations (including submitted works and practical
examinations) must be your own or must be acknowledged appropriately. Students are not permitted to use material
from generative AI and present as their own for assessment tasks. Malpractice will lead to you receiving zero marks.
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 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 including cheating in examinations
• using non-approved aids during an assessment task
• contriving false explanations to gain an unfair advantage
• assisting another student to engage in malpractice.
In the case of suspected plagiarism, students will be required to provide evidence that all unacknowledged work is
entirely their own. Such evidence might include but is not limited to the student:
• providing evidence of and explaining the process of their work, which might include diaries, journals or notes,
working plans or sketches, and progressive drafts to show the development of their ideas
• answering questions regarding the assessment task, examination or submitted work under investigation, to
demonstrate their knowledge, understanding and skills.
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MISCONDUCT AT EXAMINATIONS OR OTHER FORMAL CLASS ASSESSMENT TASKS
All class assessment tasks, including examinations, must be attempted seriously. Misconduct at an examination or
during any formal class assessment task may be regarded as a non-serious attempt and treated accordingly. Zero marks
will be awarded.
• In all assessment tasks students are not to take any paper into the exam room except if specified. Answer paper
will be provided. Equipment required for the task must be carried into the examination room as separate items.
Only see-through pencil cases are allowed.
• Non-serious attempts or offensive language in answers will result in a loss of marks and/or an unsatisfactory
determination in the subject concerned.
ABSENCE FROM TASKS

Students who are absent when a particular assessment task is scheduled must have their parent/carer telephone the
Deputy Principal on the due date to notify of their absence. In addition, the evidence of illness or misadventure is
required to be supplied to Deputy Principal and the student must notify the Head Teacher of the particular subject/(s)
immediately upon the student’s return to school.
On the day of return to school the student will be required to negotiate with the Head Teacher regarding the outcome
of the missed task(s). The outcome of the negotiation could be an estimate or an alternative task.
Should the student fail to follow this procedure a zero mark will be awarded for the missed task.
ILLNESS OR MISADVENTURE
A student may appeal to the school for special consideration if performance was affected by illness or misadventure.
Appeals may be in respect of:

• illness or accident, i.e. illness or physical injuries suffered directly by the student which allegedly affected the
student’s performance in the examination, eg influenza, an asthma attack, cut hand etc.
• misadventure, i.e. any other event beyond the student’s control which allegedly affected the student’s
performance in the examination, eg death of a family member, disruption in the examination room or
inaccuracies in an examination paper.
The illness / misadventure process does not cover:
• Difficulties in preparation or loss of preparation time
• Alleged deficiencies in teaching
• Loss of study time or facilities, prior to any assessment task
• Misreading examination timetables and/or assessment schedule
• Misreading examination instructions
• Entering or sitting for the wrong examination
• Long-term illness such as glandular fever, asthma and epilepsy – unless there is evidence of a sudden and
unexpected recurrence during an assessment task.
• Conditions for which a student has been granted disability provisions unless the student experiences further
difficulties.
Evidence of Illness or Misadventure
It is the student’s responsibility to lodge a written application on the school’s official Illness / Misadventure and Medical
Certificate forms (See Sample Forms) to the Deputy Principal, as soon as possible. On the first day the student formally
returns to the school after an illness, the student must submit the application to the Deputy Principal. The application
must be submitted immediately upon the student’s arrival at school at the next timetabled examination or the first day
he returns to school after the illness or misadventure. The documentation provided must be current, specific to the date
and time of the examination, and submitted with the application form. A medical certificate that merely states that the
student was unfit for work / study is unacceptable.
Parents / carers are requested to contact the Deputy Principal on the day if they know a student will be absent for a task.
This allows staff to know where the student is and for processes to be put into place to compensate for the situation.
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COVID-19
Students absent for an assessment task due to COVID-19 are to submit evidence to this effect when lodging an illness /
misadventure appeal. Students can return to school when they no longer have symptoms.
If an assessment task is to be submitted electronically, students isolating are expected to submit the task in accordance
with the notification unless they are ill. In this case, they will need to lodge an illness / misadventure appeal as stated
above.
ATTENDANCE AT EXAMINATIONS
You should attend every examination if possible. You must not miss an examination just because you do not feel able
to do your best. The illness / misadventure appeals process is designed to support students who perform below their
expectations because of genuine illness or misadventure.
If you do not attend an examination and your illness/misadventure application is unsuccessful, you will receive a zero
result for that examination.
The school does not expect you to attend an examination against specific medical advice. If you cannot attend an
examination (including a practical examination) because of illness or misadventure, you must notify your Deputy
Principal immediately.
If you are suffering from illness or misadventure, but are still able to attend the examination, notify the Deputy Principal
and the teacher supervising the examination when you enter the examination room. If the illness or misadventure
occurs during the examination, notify the teacher/supervisor at once and not after the examinations. Do this at every
examination session in which you consider your performance may be affected.
LATE SUBMISSION OF WORK

Students who are absent when a hand in (or submitted) task has to be submitted are required to submit an
illness/misadventure application to their Deputy Principal and provide the completed task to the relevant Head Teacher
before roll call on the day of their return to school.
If students hand an assessment task in late after the scheduled time on the due date, an illness/misadventure appeal
will be required. A zero will be recorded for that task without evidence of illness/misadventure.
An illness/misadventure appeal will be required from students that submit an assessment task late.
The task is still required to be submitted to meet the learning experiences required to satisfy the course criteria.
Students may be given consideration in exceptional circumstances.
If a late submission leaves the student with a mark of 0 (zero) the work must still be completed in order to satisfy the
course requirements.
EFFECTS OF UNSATISFACTORY COMPLETION OF TASKS

Students who have not completed tasks worth more than 50% of the total mark for all set assessment task in a
particular subject will be ineligible for the award of a Record of School Achievement as the Principal will certify to NESA
that the course has not been satisfactorily studied.
EXTENSIONS OF TIME
Extensions of time will be granted to students only in exceptional circumstances and only where satisfactory
documentary evidence can be provided. Applications for extension will be considered only prior to the due date.
No allowance will be made for failure of a student’s computer hardware (including printers, disks, USB’s, hard disk
drives, etc.) and software. Students are advised to keep back-ups of all work completed on computer equipment. Such
back-ups could include disks, hard-copy, memory sticks and cloud storage.
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STUDENT ABSENCE WHEN ASSESSMENT INFORMATION GIVEN OUT
It is the responsibility of every student to enquire or ascertain whether assessment tasks were given out during the
period of absence. Absence on the date of issue of a task will not be sufficient reason for a student to apply for an
extension or for any other consideration to be given when tasks are being marked.
STUDENT ABSENCE PRIOR TO A TASK BEING PERFORMED OR PRESENTED

If a student is absent for any lessons on the day of an assessment task being sat or submitted; or absent for any lessons
during the school week prior to an assessment task being sat or submitted, a zero mark will be awarded. This includes
absences for Wednesday sport, and timetabled period zero and after school classes.
Students with prior absences attributed to illness / misadventure must provide the Deputy Principal with a completed
illness / misadventure application immediately upon their return to school. Medical certificates obtained after the event
will not be accepted. Back dated medical certificates will not be accepted.
PROLONGED ABSENCES
Where a student suffers from prolonged illness, absence or misadventure, and it is inappropriate that the original task
be undertaken, the Principal may require the submission of a substitute task. Alternatively, the Principal may authorise
the use of an estimate.
USE OF A ZERO, ESTIMATE OR SUBSTITUTE TASK

Where a zero mark has been awarded it is an indication that the task was not attempted by a student or that a non-
serious attempt resulted in the award. An estimate or substitute task would only be awarded where a student had an
approved absence and had satisfied all other assessment requirements. In exceptional circumstances where the
completion of a substitute task is not feasible, or where the missed task is difficult to duplicate, the Principal may
authorise the use of an estimate based on other appropriate material.
TRUANCY
If a student deliberately misses an assessment task because of truancy, zero marks will be awarded.
Any student who absents himself from classes prior to assessment tasks without the school’s authorisation may be
penalised by a deduction of marks from his assessment results.
VACATION (UNAPPROVED LEAVE)

Students are expected to meet their responsibilities re assessment tasks/tests. Zero marks will be awarded to students
who are absent due to unapproved leave, except in special circumstances. Students may request special consideration
involving alternative arrangements by applying in writing to the Principal.
NON-COMPLIANCE OF ASSESSMENT REQUIREMENTS

Candidates for the award of a Higher School Certificate who do not comply with the assessment requirements in any
course will have neither an assessment mark nor an examination mark awarded for that course. It is obviously in each
student’s interest to complete all assessment tasks to gain maximum marks.
WHERE A STUDENT ABSENCE IS DUE TO INVOLVEMENT IN SCHOOL APPROVED ACTIVITIES

Where a student represents the school on a legitimate activity such as sport or debating, alternative arrangements for
assessment will be made.
A STUDENT ABSENCE OR UNAPPROVED LEAVE

A student, absent on the day an assessment task is due, who is not involved in a school approved activity, and who is
not absent due to illness, such assessment tasks will be awarded zero.
REPORTING
Students will be notified on school reports of the progressive rank order in each course at the time of the normal school
reporting process.
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WORD LIMIT ON ASSESSMENT TASKS
In some subjects there will be a limit set on the length of responses to assessment tasks. This may be a time limit (for
oral or practical presentations), or a word limit (for written work). Students should note that penalties apply for
exceeding such limits.
NOTE: Failure to follow these procedures will mean that a student will not have significant grounds for appeal at a later
date.
SCHEDULE OF FORMAL ASSESSMENT TASKS

A schedule of assessment tasks will be issued to all students prior to the start of the assessment program. The timing of
these tasks is approximate although all efforts will be made to carry out designated tasks as closely as possible to the
week/term indicated.
Additional tasks may be set if required. This may be necessary when a particular task fails to discriminate sufficiently
between candidates. The sequence of tasks, task description and the weighting of tasks may be subject to some
variation. However, any variation will still comply with NESA requirements for individual subjects.
HSC assessment tasks will NOT be released to a student prior to the date for that task as per the schedule of assessment
tasks. If an alternative task cannot be negotiated for a student in this predicament, then an estimate based on
performance so far will be given.
The one-week period prior to the HSC Assessment Blocks will be clear of excursions and assessment tasks. The focus of
this period is to allow students to revise and prepare uninterruptedly for the examinations.
FEEDBACK GIVEN TO STUDENTS ON PERFORMANCE

Marks will be awarded for all formal tasks undertaken. These marks will contribute to determining whether or not a
student has successfully achieved the desired outcomes of each course during the HSC year.
REVIEW OF STUDENT GRADE AWARDED FOR A PARTICULAR TASK

Results of assessment tasks can only be queried at the time the tasks are returned. It is the student’s responsibility to
ensure that any clerical errors (e.g. the addition of marks) or allegations of unmarked questions are brought to the
attention of the class teacher at the time the task is returned. Once the student has removed a marked script from the
classroom no variation to marks resulting from clerical errors will be considered.
Students are warned that they should not mark or deface examination scripts or other tasks in any way as this may
count against them in the event of a dispute.
SCHOOL REVIEW OF ASSESSMENTS

The school has established internal procedures for dealing with any problems arising from its assessment program.
Where a student feels that his particular case has been considered unfairly the right to review by the Assessment
Review Committee exists.
The grounds for a review undertaken at the school level are limited to the assessment process. The only matters that
the school will consider are whether or not:
a. The weightings specified by the school in its assessment program conform with the NESA requirements as
detailed in the relevant syllabus.
b. The procedure used by the school for determining the final assessment mark comply with its stated assessment
program.
c. Computational or other clerical errors have been made in the determination of the assessment mark.
There is no avenue for the review of marks awarded for individual assessment tasks.
Reviews are limited to the assessment process.
The Review Committee will consist of:
• The Deputy Principal
• The Head Teacher of the course involved in the review
• Another member of the school’s teaching staff
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Should the need arise, the Assessment Review Committee may be convened at any time during the Assessment process.
A recommendation will be made to the Principal by the committee; the Principal will then make a decision.
All correspondence with the Assessment Review Committee must be in writing and submitted through the Deputy
Principal. The Committee will advise the student in writing of the result of the deliberations.
RoSA
The Record of School Achievement (RoSA) is a new credential for all students, beginning with Year 10 in 2012, to
recognise school achievement before receiving their Higher School Certificate (HSC).
• The RoSA will show your Year 10 grades, as well as any grades for Year 11 courses completed after that. If you start
a course but leave school before completing it, your RoSA will show evidence of your enrolment.
• Your RoSA will also show results of any VET or Life Skills courses you complete in Year 10 and/or Year 11.
A credential for school leavers
The RoSA will be awarded to all eligible students when they leave school.
• To receive a RoSA you will need to meet your school’s attendance requirements.
• You will be able to request a RoSA through your school when you talk to your teachers or principal about leaving.
• If you have completed any Life Skills courses you will receive your Life Skills Profile of Student Achievement at the same
time as your RoSA.
Fair grades for everyone
Your RoSA grades will be determined by your teachers, using established guidelines and processes to ensure consistency
of judgement.
Grades for all your courses in Years 10 and 11 will be based on your results in assessment tasks you do throughout the
year. Assessment tasks may include tests developed and used in your school.
The RoSA credential will report on your achievements in Stage 5 and Year 11 courses, using A to E grades. Teachers are
very experienced already in determining grades based on your assessments. As part of introducing the RoSA, NESA will
provide further support and resources to make sure grades are given fairly and consistently from school to school.
COMMON GRADE SCALE FOR YEAR 11 COURSES

The Common Grade Scale shown below should be used to report student achievement in the Year 11 Stage 6 year in all
NSW schools.
The Common Grade Scale describes performance at each of five grade levels.
The student demonstrates extensive knowledge of content and understanding of course concepts, and
A applies highly developed skills and processes in a wide variety of contexts. In addition, the student
demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student
effectively communicates complex ideas and information.
The student demonstrates thorough knowledge of content and understanding of course concepts, and
B applies well-developed skills and processes in a variety of contexts. In addition, the student demonstrates
creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex
ideas and information.
The student demonstrates sound knowledge of content and understanding of course concepts, and applies
C skills and processes in a range of familiar contexts. In addition, the student demonstrates skills in selecting
and integrating information and communicates relevant ideas in an appropriate manner.
The student demonstrates a basic knowledge of content and understanding of course concepts, and applies
D skills and processes in some familiar contexts. In addition, the student demonstrates skills in selecting and
using information and communicates ideas in a descriptive manner.
The student demonstrates an elementary knowledge of content and understanding of course concepts, and
E applies some skills and processes with guidance. In addition, the student demonstrates elementary skills in
recounting information and communicating ideas.
Page 14
CONDUCT DURING EXAMINATIONS
You must follow the day-to-day rules of the school. Failure to observe these rules may result in zero marks for the
examination, no result for the course or non-award of a Higher School Certificate.
The examination supervisors are in charge of students:
• when assembling before an examination;
• during the examination, and
• after the examination until all students have left.
You must follow the supervisors’ instructions at all times and must behave in a polite and courteous manner towards the
supervisors and other students.
You must not:
• take a mobile phone or programmable smart watch/calculator or device into the examination room
• take any electronic device including a digital media player into the examination room
• use correction fluid or highlighters (unless stated in the assessment notification)
• speak to any person other than a supervisor during an examination
• behave in any way likely to disturb the work of any other student or upset the conduct of the examination
• place or allow your examination paper to be viewed by any other student
• attend an examination while under the influence of alcohol or illegal drugs
• take into the examination room, or refer to during the examination, any books or notes, this booklet, the
examination timetable, any paper, or any equipment other than the equipment listed in the examination timetable
• eat in the examination room except as approved by the supervisor, eg for diabetic students
• take any writing booklets, whether used or not, from the examination room
• begin writing until instructed to do so by the supervisor
• continue to write after being asked to stop by the supervisor.
If you do not follow these rules, or if you cheat in the examinations in any way, you will be asked to leave the
examination room and report to the Deputy Principal. The penalty may be zero marks for the examination.
If you do not make a serious attempt at an examination, you may not receive a result in that exam. Students are
required to attempt a range of question types throughout the examination paper. Simply attempting multiple-choice
questions is not sufficient for an attempt to be considered serious. Answers not written in English, except where
required or permitted by the question paper, will have zero marks awarded. Answers that use inappropriate
language/diagrams or content will have zero marks awarded.
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/exam-equipment-
list
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/approved-
calculators
Page 15
ANCIENT HISTORY 2 UNIT
TASK DATE COMPONENTS % WEIGHTING OUTCOMES
1 Term 1 Investigating Ancient History 30 AH11-3, AH11-4,
Individual Research Week 10 AH11-6, AH11-9
2 Term 3 Historical Investigation 30 AH11-2, AH11-4,

Historical Week 1 AH11-6, AH11-7
Investigation
3 Term 3 Investigating Ancient History: 40 AH11-1, AH11-2,

Yearly Examination (Block) The Nature of Ancient History AH11-3, AH11-5,
and Case Studies AH11-6, AH11-7,
Features of Ancient Societies AH11-9
SYLLABUS OUTCOMES
AH11-1 Describes the nature of continuity and change in the ancient world
AH11-2 Proposes ideas about the varying causes and effects of events and developments
AH11-3 Analyses the role of historical features, individuals and groups in shaping the past
AH11-4 Accounts for the different perspectives of individuals and groups
AH11-5 Examines the significance of historical features, people, places, events and developments of the ancient
world
AH11-6 Analyses and interprets different types of sources for evidence to support an historical account or
argument
AH11-7 Discusses and evaluates differing interpretations and representations of the past
AH11-8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence
from a range of sources
AH11-9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate
and well- structured forms
AH11-10 Discusses contemporary methods and issues involved in the investigation of ancient history
Page 16
BIOLOGY 2 UNIT
1 Term 1 Knowledge and Understanding 10 Bio11-10
Data Analysis Task (Block) Working Scientifically 20 Bio11-1, Bio11-2,
Bio11-7
2 Term 2 Knowledge and Understanding 5 Bio11-11
Depth Study Week 8 Working Scientifically 25 Bio11-1, Bio11-2,
Bio11-5, Bio11-7
3 Term 3 Knowledge and Understanding 25 Bio11-8 – Bio11-10
Examination (Block) Working Scientifically 15 Bio11-1 – Bio11-7
SYLLABUS OUTCOMES
Working Scientifically
BIO11-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation
BIO11-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary data
and information
BIO11-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data
and information
BIO11-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media
BIO11-5 Analysing data and information: analyses and evaluates primary and secondary data and information
BIO11-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and
scientific processes
BIO11-7 Communicating: communicates scientific understanding using suitable language and terminology for a
specific audience or purpose
Knowledge and Understanding
BIO11-8 Describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and
biochemical processes
BIO11-9 Explains the structure and function of multicellular organisms and describes how the coordinated activities
of cells, tissues and organs contribute to macroscopic processes in organisms
BIO11-10 Describes biological diversity by explaining the relationships between a range of organisms in terms of
specialisation for selected habitats and evolution of species
BIO11-11 Analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem
Page 17
BUSINESS STUDIES 2 UNIT
1 Term 1 Business Report 25 P1, P2, P6, P7, P8
Stimulus Based Task Week 10 (Nature of Business)
2 Term 3 Business Plan 35 P1, P2, P4, P7, P8,
Research Task Week 3 (Business Management) P9, P10
3 Term 3 All topics 40 P2, P3, P4, P5, P6,
Yearly Examination (Block) P8, P9, P10
SYLLABUS OUTCOMES
P1 Discusses the nature of business, its role in society and types of business structure
P2 Explains the internal and external influences on businesses
P3 Describes the factors contributing to the success or failure of small to medium enterprises
P4 Assesses the processes and interdependence of key business functions
P5 Examines the application of management theories and strategies
P6 Analyses the responsibilities of business to internal and external stakeholders
P7 Plans and conducts investigations into contemporary business issues
P8 Evaluates information for actual and hypothetical business situations
P9 Communicates business information and issues in appropriate formats
P10 Applies mathematical concepts appropriately in business situations
Page 18
CHEMISTRY 2 UNIT
1 Term 1 Knowledge and Understanding 10 CH11-8, CH11-2
Test (Block) Working Scientifically 15 CH11-3, CH11-4
CH11-6
2 Term 2 Knowledge and Understanding 10 CH11-10, CH11-11
Depth Study Week 10 Working Scientifically 25 CH11-1, CH11-3,
CH11-5, CH11-7
3 Term 3 Knowledge and Understanding 20 CH11-8 – CH11-10
Examination (Block) Working Scientifically 20 CH11-1 – CH11-7
SYLLABUS OUTCOMES
CH11-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation
CH11-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary
data and information
CH11-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data
and information
CH11-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and
CH11-5 Analysing data and information: analyses and evaluates primary and secondary data and information
CH11-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and
CH11-7 Communicating: communicates scientific understanding using suitable language and terminology for a
CH11-8 Explores the properties and trends in the physical, structural and chemical aspects of matter
CH11-9 Describes, applies and quantitatively analyses the mole concept and stoichiometric relationships
CH11-10 Explores the many different types of chemical reactions, in particular the reactivity of metals, and the
factors that affect the rate of chemical reactions
CH11-11 Analyses the energy considerations in the driving force for chemical reactions
Page 19
DESIGN AND TECHNOLOGY 2 UNIT
TASK DATE COMPONENT % WEIGHTING OUTCOMES
1 Part A - Term 1 Part A – Designer Case Study 10 P2.1, P2.2, P5.2,
Practical Project 1 Week 7 (Course content) P6.1
Part B - Term 2 Part B – Project and Folio 20 P4.1, P4.2, P4.3,

Week 3 (designing, managing, P5.1, P5.2, P5.3,
producing and evaluating) P6.2
2 Term 3 Project and Folio 40 P4.1, P4.2, P4.3,
Practical Project 2 Week 4 (designing, managing, P5.1, P5.2, P5.3,
producing and evaluating) P6.2
3 Term 3 Yearly Examination 30 P1.1, P2.1, P2.2,
Examination (Block) (Course content) P3.1, 4.3, P6.1, P6.2
SYLLABUS OUTCOMES
P1.1 Examines design theory and practice, and considers the factors affecting designing and producing in
design projects
P2.1 Identifies design and production processes in domestic, community, industrial and commercial settings
P2.2 Explains the impact of a range of design and technology activities on the individual, society and the
environment through the development of projects
P3.1 Investigates and experiments with techniques in creative and collaborative approaches in designing and
producing
P4.1 Uses design processes in the development and production of design solutions to meet identified needs
and opportunities
P4.2 Uses resources effectively and safely in the development and production of design solutions
P4.3 Evaluates the processes and outcomes of designing and producing
P5.1 Uses a variety of management techniques and tools to develop design projects
P5.2 Communicates ideas and solutions using a range of techniques
P5.3 Uses a variety of research methods to inform the development and modification of design ideas
P6.1 Investigates a range of manufacturing and production processes and relates these to aspects of design
projects
P6.2 Evaluates and uses computer-based technologies in designing and producing
Page 20
ECONOMICS 2 UNIT
1 Term 1 Introduction to Economics, 30 P1, P2, P4, P5, P7,
Comparison Case Week 11 Consumers and Business P10
Study
2 Term 3 Market including Factor & 30 P1, P3, P6, P8, P9,
Stimulus-based Task Week 1 Product Markets, Labor & P11
Financial Markets, including
Budget
3 Term 3 All Sections 40 P1, P3, P6, P8, P9,
Yearly Examination (Block) P11
SYLLABUS OUTCOMES
P1 Demonstrates understanding of economic terms, concepts and relationships
P2 Explains the economic role of individuals, firms and government in an economy
P3 Describes, explains and evaluates the role and operation of markets
P4 Compares and contrasts aspects of different economies
P5 Analyses the relationship between individuals, firms, institutions and government in the Australian
economy
P6 Explains the role of government in the Australian economy
P7 Identifies the nature and causes of economic problems and issues for individuals, firms and governments
P8 Applies appropriate terminology, concepts and theories in economic contexts
P9 Selects and organises information from a variety of sources for relevance and reliability
P10 Communicates economic information, ideas and issues in appropriate forms
P11 Applies mathematical concepts in economic contexts
P12 Works independently and in groups to achieve appropriate goals in set timelines
Page 21
ENGINEERING STUDIES 2 UNIT
1 Term 1 Engineered Products 25 P1.1, P1.2, P2.1,
Topic Test (Block) P3.1, P3.3, P4.1,
P4.2, P4.3
2 Term 2 Braking Systems 35 P3.2, P3.3, P5.1,
Engineering Report Week 9 P6.2
3 Term 3 Course Content 40 P1.1, P1.2, P2.1,
Yearly Examination (Block) P3.1, P3.3, P4.1,
P4.2, P4.3
SYLLABUS OUTCOMES
P1.1 Identifies the scope of engineering and recognises current innovations
P1.2 Explains the relationship between properties, structure, uses and applications of materials in engineering
P2.1 Describes the types of materials, components and processes and explains their implications for
engineering development
P2.2 Describes the nature of engineering in specific fields and its importance to society
P3.1 Uses mathematical, scientific and graphical methods to solve problems of engineering practice
P3.2 Develops written, oral and presentation skills and applies these to engineering reports
P3.3 Applies graphics as a communication tool
P4.1 Describes developments in technology and their impact on engineering products
P4.2 Describes the influence of technological change on engineering and its effect on people
P4.3 Identifies the social, environmental and cultural implications of technological change in engineering
P5.1 Demonstrates the ability to work both individually and in teams
P5.2 Applies management and planning skills related to engineering
P6.1 Applies knowledge and skills in research and problem-solving related to engineering
P6.2 Applies skills in analysis, synthesis and experimentation related to engineering
Page 22
ENGLISH ADVANCED 2 UNIT
1 Term 1 Reading to Write Part A 30 EA11 – 2,
Part A – Multimodal and Reflection Week 7 & 10 EA11 – 4,
Part B – Short Answer Part B 10 EA11 – 9
2 Term 2 Narratives That 30 EA11 – 6,
Analytical Response Week 9 Shape our World EA11 – 7,
Hand-in EA 11 – 8
3 Term 3 Critical Study 30 EA11-11,
Examination (Block) EA11-3,
Part A – Critical Essay EA11-5
COMPONENTS Task 1 Task 2 Task 3 % WEIGHTING

Knowledge and understanding of course content 15 15 20 50
Skills in responding to texts and communication of 15 15 20 50
ideas appropriate to audience, purpose and
context across all modes
TOTAL 30 30 40 100
SYLLABUS OUTCOMES
EA11-1 Responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EA11-2 Uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts
in different modes, media and technologies
EA11-3 Analyses and uses language forms, features and structures of texts considering appropriateness for
specific purposes, audiences and contexts and evaluates their effects on meaning
EA11-4 Strategically uses knowledge, skills and understanding of language concepts and literary devices in new
and different contexts
EA11-5 Thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts
that synthesise complex information, ideas and arguments
EA11-6 Investigates and evaluates the relationships between texts
EA11-7 Evaluates the diverse ways texts can represent personal and public worlds and recognises how they are
valued
EA11-8 Explains and evaluates cultural assumptions and values in texts and their effects on meaning
EA11-9 Reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to
develop as an independent learner
Page 23
ENGLISH EXTENSION 1 UNIT
1 Term 1 Texts, Culture and Value 30 EE11-1, EE11-3
Analytical Essay (Block)
2 Term 2 Texts, Culture and Value 40 EE11-2, EE1-3,
Imaginative Response Week 10 EE11-5
3 Term 3 Independent Related Project 30 EE11-4, EE11-5,
Multimodal (Block) EE11-6
Presentation
COMPONENTS Task 1 Task 2 Task 3 % WEIGHTING

Knowledge and understanding of course content 15 20 15 50
Skills in responding to texts and communication of 15 20 15 50
ideas appropriate to audience, purpose and context
across all modes
TOTAL 30 40 30 100
SYLLABUS OUTCOMES
EE11-1 Demonstrates and applies considered understanding of the dynamic relationship between text, purpose,
audience and context, across a range of modes, media and technologies
EE11-2 Analyses and experiments with language forms, features and structures of complex texts, evaluating their
effects on meaning in familiar and new contexts
EE11-3 Thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to,
compose and explore the relationships between sophisticated texts
EE11-4 Develops skills in research methodology to undertake effective independent investigation
EE11-5 Articulates understanding of how and why texts are echoed, appropriated and valued in a range of
contexts
EE11-6 Reflects on and assesses the development of independent learning gained through the processes of
research, writing and creativity
Page 24
ENTERPRISE COMPUTING 2 UNIT
1 Term 2 Website Creation and 30 EC-11-02, EC-11-03,
Interactive Week 3 Documentation EC-11-04, EC-11-07,
Multimedia System EC-11-08, EC-11-09,
EC-11-11
2 Term 3 Construction of a Highly Complex 35 EC-11-01, EC-11-04,
Network Design Week 3 Virtual Network Topology to a EC-11-05, EC-11-08,
Specification and Documentation EC-11-09, EC-11-10,
EC-11-11
3 Term 3 Course content 35 EC-11-01, EC-11-02,
Yearly Examination Week 7 EC-11-05, EC-11-06,
EC-11-07, EC-11-10,
EC-11-11
SYLLABUS OUTCOMES
EC-11-01 Describes how systems are used in a range of enterprises
EC-11-02 Describes the function of data and information within enterprise computing systems
EC-11-03 Describes how data is safely and securely collected, stored and manipulated when developing enterprise
computing systems
EC-11-04 Describes how data is used in enterprise computing systems
EC-11-05 Applies tools and resources to analyse datasets
EC-11-06 Explains how innovative technologies have influenced enterprise computing systems
EC-11-07 Explores the social, ethical and legal implications of the application of enterprise computing systems on
the individual, society and the environment
EC-11-08 Selects and uses tools and resources to design and develop an enterprise computing system
EC-11-09 Documents the management and evaluates the development of an enterprise solution
EC-11-10 Investigates the effectiveness of an enterprise computing system
EC-11-11 Communicates an enterprise computing solution to an intended audience
Page 25
FRENCH CONTINUERS 2 UNIT
1 Term 1 Writing and Speaking 30 1.1, 1.2, 1.3, 1.4,
(Block) (10 & 20) 2.1, 2.2, 2.3
2 Term 2 Listening and Reading A 30 3.1, 3.2, 3.3,
Week 9 (20 & 10) 3.4, 3.5, 3.6
3 Term 3 Listening 40 1.1, 1.2, 1.3, 1.4,
(Block) Reading (A & B) (10 & 20 & 10) 2.1, 2.2, 2.3,
Writing 3.1, 3.2, 3.3,
3.4, 3.5, 3.6
SYLLABUS OUTCOMES
P1.1 Uses a range of strategies to maintain communication
P1.2 Conveys information appropriate to context, purpose and audience
P1.3 Exchanges and justifies opinions and ideas on known topics
P1.4 Reflects on aspects of past, present and future experience
P2.1 Applies knowledge of language structures to create original text
P2.2 Describes, narrates and reflects on real or imaginary experiences in the past, present or future
P2.3 Structures and sequences ideas and information
P3.1 Identifies and conveys the gist, main points, supporting points and detailed items of specific information
P3.2 Summarises, interprets and evaluates information
P3.3 Identifies the tone, purpose, context and audience
P3.4 Draws conclusions from or justifies an opinion
P3.5 Interprets, analyses and evaluates information
P3.6 Infers points of view, attitudes or emotions from language and context
P4.1 Recognises and employs language appropriate to different social contexts
P4.2 Identifies values, attitudes and beliefs of cultural significance
P4.3 Reflects upon significant aspects of language and culture
Page 26
GERMAN CONTINUERS 2 UNIT
1 Term 1 Listening and Writing 30 P1.1, P1.2, P1.3
(Block) (20 & 10) P3.1, P3.2, P3.3,
P3.4
2 Term 2 Reading and Speaking 30 P2.1, P2.2, P2.3
Week 9 (20 & 10) P3.1, P3.2
3 Term 3 Yearly Examination 40 P1.1, P1.2, P1.3,
(Block) Speaking (10 P1.4
Listening 10 P2.1, P2.2, P2.3
Reading 10 P3.1, P3.2, P3.3,
Writing 10) P3.4, P3.5, P3.6,
P4.1
SYLLABUS OUTCOMES
Page 27
JAPANESE CONTINUERS 2 UNIT
1 Term 1 Listening and Writing 30 P1.1, P1.2, P1.3
(Block) (20 & 10) P3.1, P3.2, P3.3, P3.4
2 Term 2 Reading and Speaking 30 P2.1, P2.2, P2.3
Week 9 (20 & 10) P3.1, P3.2
3 Term 3 Yearly Examination 40 P1.1, P1.2, P1.3, P1.4
(Block) Speaking Listening (10 & 10 P2.1, P2.2, P2.3
Reading Writing & 10 & 10) P3.1, P3.2, P3.3, P3.4,
P3.5, P3.6, P4.1
SYLLABUS OUTCOMES
Page 28
LATIN CONTINUERS 2 UNIT
1 Term 1 Skills in translating Skills in grammar analysis 10 H1.1, H1.2, H1.3
(Block) Understanding and translating unseen texts 10 H2.1, H2.2, H2.3
5 H3.1, H3.2, H3.3
2 Term 2 Skills in translating 10 H1.1, H1.3, H2.2,
Week 9 Understanding texts 20 H2.3, H2.4, H2.5
Understanding and translating unseen texts 5 H3.1, H3.2, H3.3
3 Term 3 Skills in translating Skills in grammar analysis 10 H1.1, H1.2, H1.3
(Block) Understanding texts Understanding and 10 H2.1, H2.2, H2.3,
translating unseen texts 10 H2.4, H2.5,
10 H3.1, H3.2, H3.3
SYLLABUS OUTCOMES
H1.1 Applies knowledge of vocabulary and grammar
H1.2 Infers the meaning of words or phrases from common patterns of work formation and from context
H1.3 Translates into clear English, using words appropriate to the context
H2.1 Identifies, explains and analyses grammatical features
H2.2 Identifies, explains and analyses stylistic features and their contribution to the literary effect
H2.3 Identifies metrical features of dactylic hexameters
H2.4 Identifies, explains and analyses the context of an extract
H2.5 Identifies, explains and analyses the cultural, historical and religious references of an extract
H3.1 Identifies and discusses Roman ideas, beliefs, and arguments as revealed in the prescribed texts
H3.2 Identifies and discusses the structure and literary qualities of the prescribed texts
H3.3 Identifies and discusses specified thematic focus areas in the prescribed texts
Page 29
LEGAL STUDIES 2 UNIT
1 Term 1 Law Reform in Action 30 P1, P5, P6, P10
Video Journalist Week 10
2 Term 2 Law in Practice 30 P1, P3, P4, P7,
Infographic and Week 9 P8, P9
Extended Response
3 Term 3 The Legal System Individual and 40 P1, P2, P3, P8, P10
Yearly Examination (Block) the Law
SYLLABUS OUTCOMES
P1 Identifies and applies legal concepts and terminology
P2 Describes the key features of Australian and international law
P3 Describes the operation of domestic and international legal systems
P4 Discusses the effectiveness of the legal system in addressing issues
P5 Describes the role of law in encouraging cooperation and resolving conflict, as well as initiating and
responding to change
P6 Explains the nature of the interrelationship between the legal system and society
P7 Evaluates the effectiveness of the law in achieving justice
P8 Locates, selects and organises legal information from a variety of sources including legislation, cases,
media, international instruments and documents
P9 Communicates legal information using well-structured responses
P10 Accounts for differing perspectives and interpretations of legal information and issues
Page 30
MATHEMATICS ADVANCED 2 UNIT
1 Term 1 Understanding, fluency and 15 MA 11-1, MA 11-2,
Class Test (Block) communication MA 11-3, MA 11-4
Problem-solving, reasoning and 15
justification
Investigative Task / Week 8 communication MA 11-9
Validation Test In class (TBA)
justification
Yearly Examination (Block) communication MA 11-3, MA 11-4,
MA 11-5, MA 11-6,
MA 11-7, MA 11-9
justification
SYLLABUS OUTCOMES
MA11-1 Uses algebraic and graphical techniques to solve, and where appropriate, compare alternative solutions to
problems
MA11-2 Uses the concepts of functions and relations to model, analyse and solve practical problems
MA11-3 Uses the concepts and techniques of trigonometry in the solution of equations and problems involving
geometric shapes
MA11-4 Uses the concepts and techniques of periodic functions in the solutions of trigonometric equations or
proof of trigonometric identities
MA11-5 Interprets the meaning of the derivative, determines the derivative of functions and applies these to solve
simple practical problems
MA11-6 Manipulates and solves expressions using the logarithmic and index laws, and uses logarithms and
exponential functions to solve practical problems
MA11-7 Uses concepts and techniques from probability to present and interpret data and solve problems in a
variety of contexts, including the use of probability distributions
MA11-8 Uses appropriate technology to investigate, organise, model and interpret information in a range of
contexts
MA11-9 Provides reasoning to support conclusions which are appropriate to the context
Page 31
MATHEMATICS EXTENSION 1 1 UNIT
Task 1 Term 1 Understanding, fluency and 12 ME11-2, ME 11-3,
Investigative Task / Week 10 communication ME11-7
Validation Test
justification
Task 2 Term 2 Understanding, fluency and 18 ME11-1, ME11-2
Class Test Week 7 communication ME11-5,
Polynomials, ME11-7
Combinatorics and
justification
Binomial Theorem
Task 3 Term 3 Understanding, fluency and 20 ME11-1, ME11-2,
Yearly Examination (Block) communication ME11-3, ME11-4,
ME11-7
justification
Note: Mathematics Extension 1 students will sit both the Mathematics Advanced tasks and
the Mathematics Extension 1 tasks.
SYLLABUS OUTCOMES
ME11-1 Uses algebraic and graphical concepts in the modelling and solving of problems involving functions and
their inverses
ME11-2 Manipulates algebraic expressions and graphical functions to solve problems
ME11-3 Applies concepts and techniques of inverse trigonometric functions and simplifying expressions involving
compound angles in the solution of problems
ME11-4 Applies understanding of the concept of a derivative in the solution of problems, including rates of
change, exponential growth and decay and related rates of change
ME11-5 Uses concepts of permutations and combinations to solve problems involving counting or ordering
ME11-6 Uses appropriate technology to investigate, organise and interpret information to solve problems in a
range of contexts and situations
ME11-7 Communicates making comprehensive use of mathematical language, notation, diagrams and graphs
Page 32
MODERN HISTORY 2 UNIT
1 Term 1 Case Study – China 30 MH11.1, 11.2,
Research and Week 9 11.4, 11.6, 11.9
Source Analysis
2 Term 3 Research Essay, 30 MH11.4, 11.6, 11.7,
Historical Week 2 Bibliography 11.8, 11.9
Investigation Project
3 Term 3 Case Studies, WW1 40 MH11.1, 11.3, 11.6,
Yearly Examination (Block) 11.7, 11.9
SYLLABUS OUTCOMES
MH11.1 Describes the nature of continuity and change in the modern world
MH11.2 Proposes ideas about the varying causes and effects of events and developments
MH11.3 Analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11.4 Accounts for the different perspectives of individuals and groups
MH11.5 Examines the significance of historical features, people, ideas, movements, events and developments of
the modern world
MH11.6 Analyses and interprets different types of sources for evidence to support an historical account or
argument
MH11.7 Discusses and evaluates differing interpretations and representations of the past
MH11.8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence
from a range of sources
MH11.9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate
and well structured forms
MH11.10 Discusses contemporary methods and issues involved in the investigation of modern history
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MUSIC 2 2 UNIT
1 Term 1 Performance 5 P1, P6, (P12) P5,
Mandatory topic (1600 – 1900) (Block) Aural / Musicology 15 P7
Performance – One piece Composition 10 P3, P4, P8
Listening/Score Reading Task
Composition portfolio exercises
2 Term 2 Performance 5 P1, P2, P3, P6,
Additional topic Week 10 Aural / Musicology 10 P9, (P11)
Integrated project – based on Composition 15
chosen topic area
3 Term 3 Performance 15 P1, P4, P5, P7,
Yearly Exam (Block) Aural / Musicology 25 P8, (P10)
SYLLABUS OUTCOMES
P1 Confidently performs repertoire, that reflects the mandatory and additional topics, both as a soloist and
as a member of an ensemble
P2 Demonstrates an understanding of the concepts of music, by interpreting, analysing, discussing, creating
and notating a variety of musical symbols characteristically used in the mandatory and additional topics
P3 Composes, improvises and analyses melodies and accompaniments for familiar sound sources in solo
and/or small ensembles
P4 Creates, improvises and notates music which is representative of the mandatory and additional topics and
demonstrates different social, cultural and historical contexts
P5 Analyses and discusses compositional processes with stylistic, historical, cultural and musical
considerations
P6 Discusses and evaluates music making constructive suggestions about performances and compositions
P7 Observes and discusses in detail the concepts of music in works representative of the mandatory and
additional topics
P8 Understands the capabilities of performing media, explores and uses current technologies as uses current
technologies as studied
P9 Identifies, recognises, experiments with, and discusses the use of technology in music
P10 Performs as a means of self expression and communication
P11 Demonstrates a willingness to participate in performance, composition, musicology and aural activities
P12 Demonstrates a willingness to accept and use constructive criticism
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PERSONAL DEVELOPMENT, HEALTH AND
PHYSICAL EDUCATION (PDHPE) 2 UNIT
1 Term 1 What does health mean to individuals? 35 P1, P2, P3, P4, P5
Core 1: (Block) What influences the health of
Better Health individuals?
for Individuals- What strategies help promote the
Written Exam health of individuals?
2 Term 2 How do the musculoskeletal and 35 P7, P8, P16, P17
Core 2: Week 8 cardiorespiratory systems of the body
The Body in Motion influence and respond to movement?
– Research Task What is the relationship between
(Hand in) physical fitness, training and movement
efficiency?
How do biomechanical principles
influence movement?
3 Term 3 What are the main priorities for 30 P12, P15, P16
Option 1: Week 6 assessment and management of first
First Aid aid patients?
Practical Assessment How should the major types of injuries
and medical conditions be managed in
first aid situations?
What does the individual need to
consider in administering first aid?
SYLLABUS OUTCOMES
P1 Identifies and examines why individuals give different meanings to health
P2 Forms opinions about health-promoting actions based on a critical examination of relevant information
P3 Describes how an individual’s health is determined by a range of factors
P4 Evaluates aspects of health over which individuals can exert some control
P5 Describes factors that contribute to effective health promotion
P6 Proposes actions that can improve and maintain an individual’s health
P7 Explains how body systems influence the way the body moves
P8 Describes the components of physical fitness and explains how they are monitored
P9 Describes biomechanical factors that influence the efficiency of the body in motion
P10 Plans for participation in physical activity to satisfy a range of individual needs
P11 Assesses and monitors physical fitness levels and physical activity patterns
P12 Demonstrates strategies for the assessment, management and prevention of injuries in first aid settings
(Option 1)
P15 Forms opinions about health-promoting actions based on a critical examination of relevant information
P16 Uses a range of sources to draw conclusions about health and physical activity concepts
P17 Analyses factors influencing movement and patterns of participation
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PHYSICS 2 UNIT
1 Term 1 Knowledge and Understanding 5 PH11-8
Skills Test (Block) Working Scientifically 15 PH11-2, PH11-3,
PH11-5, PH11- 6
2 Term 2 Knowledge and Understanding 5 PH11-10
Depth Study and Weeks 7/8 Working Scientifically 35 PH11-1, PH11-2,
Topic Test PH11-3, PH11-6 -
PH11-7
3 Term 3 Knowledge and Understanding 30 PH11-8 – PH11-10
Examination (Block) Working Scientifically 10 PH11-1 – PH11-7
SYLLABUS OUTCOMES
PH11-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation
PH11-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary
data and information
PH11-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data
and information
PH11-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and
PH11-5 Analysing data and information: analyses and evaluates primary and secondary data and information
PH11-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and
PH11-7 Communicating: communicates scientific understanding using suitable language and terminology for a
PH11-8 Describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes
quantitative measurements and calculations for distance, displacement, speed, velocity and acceleration
PH11-9 Describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of
momentum and the law of conservation of energy
PH11-10 Explains and analyses waves and the transfer of energy by sound, light and thermodynamic principles
PH11-11 Explains and quantitatively analyses electric fields, circuitry and magnetism
Page 36
SOFTWARE ENGINEERING 2 UNIT
1 Term 1 NCSS Challenge 30 SE-11-02
Programming Week 10 Intermediate / Beginner (10%) SE-11-06
Fundamentals Online Programming Fundamentals SE-11-07
Tasks and Theory Test Theory Test (20%) SE-11-08
2 Term 3 Object-Oriented Programming 35 SE-11-04
Object-Oriented Week 1 Practical Project (25%) SE-11-06
Programming Project Post-Project Quiz (10%) SE-11-07
SE-11-08
SE-11-09
3 Term 3 NCSS Challenge 35 SE-11-01
Examination of Whole (Block) Advanced / Intermediate (5%) SE-11-02
Course Content Theory & Practice Yearly Exam (30%) SE-11-03
SE-11-05
SE-11-08
SYLLABUS OUTCOMES
SE-11-01 Describes methods used to plan, develop and engineer software solutions
SE-11-02 Explains how structural elements are used to develop programming code
SE-11-03 Describes how current hardware, software and emerging technologies influence the development of
software engineering solutions
SE-11-04 Applies safe and secure practices to collect, use and store data
SE-11-05 Describes the social, ethical and legal implications of software engineering on the individual, society and
the environment
SE-11-06 Applies tools and resources to design, develop, manage and evaluate software
SE-11-07 Implements safe and secure programming solutions
SE-11-08 Applies language structures to refine code
SE-11-09 Manages and documents the development of a software project
Page 37
VISUAL ARTS 2 UNIT
1 Term 1
Artmaking (Block) Artmaking 20 P1, P3, P4
Submission of Preliminary
2d and 3d
Art History and Criticism Art History and Criticism 20 P7, P8, P9
Submission of Research Task
2 Term 2 Artmaking 30 P2, P5, P6
Artmaking Week 9
Submission of BOW Figure
3 Term 3 Art History and Criticism 30 P7, P8, P9, P10
Yearly Examination (Block)
Art History and Criticism
Written Examination
SYLLABUS OUTCOMES
P1 Explores the conventions of practice in artmaking
P2 Explores the roles and relationships between the concepts of artist, artwork, world and audience
P3 Identifies the frames as the basis of understanding expressive representation through the making of art
P4 Investigates subject matter and forms as representations in artmaking
P5 Investigates ways of developing coherence and layers of meaning in the making of art
P6 Explores a range of material techniques in ways that support artistic intentions
P7 Explores the conventions of practice in art criticism and art history
P8 Explores the roles and relationships between concepts of artist, artwork, world and audience through
critical and historical investigations of art
P9 Identifies the frames as the basis of exploring different orientations to critical and historical investigations
of art
P10 Explores ways in which significant art histories, critical narratives and other documentary accounts of the
visual arts can be constructed
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SAMPLE FORMS
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PLAGIARISM POLICY
DEFINITION: Plagiarism involves using the work of another person and presenting it as one’s own. Plagiarism is a form of
intellectual theft or academic laziness.
TYPES of PLAGIARISM:
All of the following activities are unacceptable:
• copying someone else’s work in part or in whole, and presenting it as their own;
• using material directly from books, journals, or 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 their own;
• using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate
acknowledgement;
• collaborating with another student to do work which was to be done as your own. The above activities are only
examples of plagiarism.
HOW TO AVOID PLAGIARISM

As a student you should:
• keep accurate records of the information sources that you have used;
• acknowledge the use of another person’s work with quotation marks;
• include a bibliography and footnotes when required.
CONSEQUENCES of PLAGIARISM
In any assessment task that contains substantial sections of work that have been plagiarised the mark awarded will be
zero.
Parents will be informed when students receive zero marks because of plagiarism.
Page 43
DISABILITY PROVISIONS POLICY
Disability provisions provide students with practical support to access, i.e. read and respond to, formal examinations. In
providing disability provisions for exams, the school complies with the Disability Discrimination Act 1992 (Cth) (DDA) and
the Disability Standards for Education 2005, issued under the DDA. Disability provisions are one way that the school
ensures there are reasonable adjustments available to students with disability so that they can access and participate on
the same basis as students without disability.
Specific educational needs should be recognised early so that the student can be appropriately supported through
reasonable adjustments to programs and assessment items. Appropriate and effective consultation with the student,
parent and school personnel should be central to the decision making process. Disability provisions are made in
consultation with the year level Deputy Principal, Learning and Support Staff, Year Adviser, Counsellors, parents and
student.
Disability provisions involve the application of relevant syllabus criteria and standards against which achievement is
judged. Assessment criteria and standards are not modified to suit particular students. The school is required to
maintain the intent and rigour of the syllabus or study area specification and any other requirements or components
that are inherent or essential to the course of study. Disability provisions do not involve compensating for what the
student does not know or cannot achieve.
Procedure for applying for disability provisions:

Requests should be made by the parent or the student as soon as the barrier to learning has been identified. Requests
for assessment provisions should be made on the Disability Provision Application to Vary Assessment Conditions form
(see below) and should be accompanied by supporting documentation for both short term and long term requirements.
The Disability Provision Application to Vary Assessment Conditions form should be submitted to the year level Deputy
Principal.
Disability provision adjustment decisions will be made in consultation with the year level Deputy Principal, Learning and
Support Staff, Year Adviser, and counsellors. The year level Deputy Principal will grant approval where criteria are met. If
disability provisions are granted, they are to be recorded on the student’s profile and a copy of the Disability Provision
Application to Vary Assessment Conditions form is to be attached to the student’s file. Students may appeal decisions
through the school’s Principal.
Disability provisions not covered in this policy

Disability provision requests for the HSC are made separate to this policy and can be made through an appointment
with the Learning and Support Team, school counsellors and year level Deputy Principal. Note: There is no guarantee
NESA will grant the same provisions as those given at school.
Page 44
Date of this version: 20 February 2024
Page 45
127 Falcon Street, North Sydney, NSW 2060
Phone: +61 (2) 9955 4748 Fax: +61 (2) 9957 6310 Email: northsydbo-h.school@det.nsw.edu.au
Web: northsydbo-h.schools.nsw.gov.au

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Year 11 Assessment Schedule 2024 Vs3

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CONTENTS

YEAR 11 EXAM BLOCK

HSC PATTERN OF STUDY REQUIREMENTS

WHAT IS THE ATAR USED FOR?

WHO RECEIVES AN ATAR?

AM I ELIGIBLE FOR AN ATAR?

HOW IS MY ATAR CALCULATED?

WHEN IS MY ATAR CALCULATED?

WHICH COURSES COUNT TOWARDS MY ATAR?

CAN I REPEAT MY COURSES?

ARE CERTAIN COURSES ALWAYS ‘SCALED UP’ OR ‘SCALED DOWN’?

CAN I CHOOSE CERTAIN COURSES TO INCREASE MY ATAR?

SATISFACTORY COMPLETION OF A COURSE

COURSE COMPLETION CRITERIA

ATTENDANCE AND APPLICATION

FORMAL AND INFORMAL TASKS

HOMEWORK AND ASSESSMENT WORK

HANDING IN COMPLETED TASKS

WHAT CONSTITUTES MALPRACTICE

ABSENCE FROM TASKS

Appeals may be in respect of:

LATE SUBMISSION OF WORK

EFFECTS OF UNSATISFACTORY COMPLETION OF TASKS

STUDENT ABSENCE PRIOR TO A TASK BEING PERFORMED OR PRESENTED

USE OF A ZERO, ESTIMATE OR SUBSTITUTE TASK

VACATION (UNAPPROVED LEAVE)

NON-COMPLIANCE OF ASSESSMENT REQUIREMENTS

WHERE A STUDENT ABSENCE IS DUE TO INVOLVEMENT IN SCHOOL APPROVED ACTIVITIES

A STUDENT ABSENCE OR UNAPPROVED LEAVE

SCHEDULE OF FORMAL ASSESSMENT TASKS

FEEDBACK GIVEN TO STUDENTS ON PERFORMANCE

REVIEW OF STUDENT GRADE AWARDED FOR A PARTICULAR TASK

SCHOOL REVIEW OF ASSESSMENTS

COMMON GRADE SCALE FOR YEAR 11 COURSES

2 Term 3 Historical Investigation 30 AH11-2, AH11-4,

3 Term 3 Investigating Ancient History: 40 AH11-1, AH11-2,

Part B - Term 2 Part B – Project and Folio 20 P4.1, P4.2, P4.3,

COMPONENTS Task 1 Task 2 Task 3 % WEIGHTING

COMPONENTS Task 1 Task 2 Task 3 % WEIGHTING

HOW TO AVOID PLAGIARISM

Procedure for applying for disability provisions:

Disability provisions not covered in this policy

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