Year 11

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 the NESA.

• Applied themselves with diligence and sustained effort to the set tasks and experiences provided by the school in the course.

• Achieved some or all of the course outcomes.

The satisfactory completion of courses in Year 11 is generally a prerequisite for commencing studies in the corresponding courses for the Higher School Certificate. The exceptions to this are as follows:

• a student may change from Mathematics to Standard Mathematics at any time up until Term 3, Year 11

• a student may change from Advanced English to Standard English at any time up until Term 3, Year 11

• a student may take a NESA Endorsed Course for the HSC without having taken it in Year 11.

Certain patterns of study and course requirements apply. Students must satisfactorily complete:

• a Preliminary pattern of study that includes at least 12 units

• an HSC pattern of study that includes at least 10 units.

Both patterns of study must include at least:

• 6 units of Board Developed Courses

• 2 units of a Board Developed Course in English

• 3 courses of 2 or more units (either Board Developed or Board Endorsed Courses)

• 4 subjects.

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.

A 

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

B

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

C

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

D

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

E

The student demonstrates an elementary knowledge of content and understanding of course concepts, and applies some skills and processes with guidance. In addition, the student demonstrates elementary skills in recounting information and communicating ideas.

This grade will appear on the student’s Higher School Certificate or the student’s RoSA if the leave school prior to completion of the HSC course. It is important to note that the grade will appear on the HSC even if the student does not continue with a course into the HSC year.

The purpose of the HSC Assessment program is to provide a measure of student achievement based on: 

• a wider range of syllabus outcomes that may be measured by the external examinations alone. 

• measures and observations made throughout the HSC course rather than at one formal examination.

In any Year 11 course, the nature of the assessment program consists of a number of formal assessment tasks. To ensure valid and reliable tasks, assessment tasks are monitored and reviewed by the Leader of Learning prior to being issued to students.  

A formal assessment task may be: 

• An out-of-class task, for which work is handed in by a specified date. 

• An in-class task, such as a formal test, an open book task or a practical task. 

• A task which has out-of-class and in-class aspects. (e.g. An oral presentation in class, for which a transcript must be submitted before or after the task) 

• A formal examination, such as the Year 11 Yearly Examination. 

The assessment program includes a number of informal tasks and incorporates assessment for, as and of learning. Students must complete all such tasks to the best of their ability. Failure to do so may make a student eligible for an “N” determination in the course. 

Each assessment tasks should: 

• Be based on syllabus outcomes. 

• Include criteria to clarify for students what aspects of learning are being assessed. 

• Enable students to demonstrate their learning in a range of task types. 

• Be a valid and reliable measure outlining what the task intends to assess. 

• Provide accurate information on each student’s achievement. 

• Be free from bias and provide evidence that accurately represents a student’s knowledge, understanding and skills. 

• Enable students and teachers to use feedback effectively and reflect on the learning process. 

• Be inclusive and accessible for all students. 

• Be part of an ongoing process where progress is monitored over time. 

• Allow for a good performance to maintain or improve a student’s ranking in the group, while not allocating such importance to one task that recovery from a poor performance is not possible. 

• Allow for realistic estimation of performance in a missed task, based on performance in other tasks attempted, including summative and formative tasks. Estimates should only be used in exceptional circumstance. 

Notification of Assessment 

Notification of assessment tasks will be communicated by an Assessment Notification posted on Compass.

For each task, the Assessment Notification document will set out: 

• The course (e.g. 2 Unit Ancient History) 

• The nature of the task (e.g. formal examination oral presentation) 

• The due date 

• Components and weightings - mark value in relation to the total number of marks for the course (e.g. 30%) 

• Mode of submission of the task (e.g. submitted via Google Classroom prior to 9 am) 

• What will be assessed and by what means (e.g. test on Chapter 4 Algebra; report on Long Reef fieldwork) 

• The outcomes assessed 

• The marking criteria 

• Details about opportunities for feedback 

• The task to be completed (a clear outline of the work required) 

• Any additional details (e.g. students will require calculators). 

NOTE: It is each student’s responsibility to carefully check the assessment task specifications and details. 

Submission Procedures

• As outlined on the Assessment Notification sheet. 

Duration of Assessment Program 

• Year 11 Assessment commences no earlier than Week 4 of Term 1. It concludes no later than the last Final Year 11 Examination, unless students have deferred tasks because of special circumstances. 

• No other assessment task will be due or scheduled during major examination periods or during the week before the commencement of these periods. 

• The assessment program for each course is included on this site.

Marking of Tasks 

Teachers will mark all assessment tasks and return them to students promptly. This will normally be within 2 weeks of the task's completion. 

• For each task, the teacher will provide students with one or all of the following: 

  • A total mark or overall grade. 

  • A mark or grade for each component of the task. 

  • A ranking in the course for that task. 

  • Feedback sheets or written constructive comments that enable the student to learn from the task.