Dear Parents and Carers,
At this week’s Division Meeting all boys received a copy of their HSC timetable. Also, each boy received a study schedule scaffold. Over the last few weeks I have been concerned that some of the boys have lost their way with their private study. I spoke to the boys about the importance of a study routine that includes homework, assignment work, development of notes, learning notes and completing past papers. I encouraged them to complete a study schedule and place it on their pin boards to be followed nightly. I encouraged any student who was concerned about their ability in constructing this schedule to see me. On Wednesday night, during night study, numerous boys did come and seek help in constructing their schedule. Please discuss these schedules with your son and if they have not completed this, strongly encourage them to see me for help.
Sample Schedule
On Saturday night the Year 12 information evening will be held. I have placed a copy of the presentation below. I look forward to discussing your sons’ final year of secondary education and the important matters that he will face within the next 6 months.
As you are aware Sunday is the Parent, Teacher and Student Interviews. As I told the students on Wednesday, it is critical that they attend these interviews. Teachers will inform you how your son is progressing and many teachers will use this opportunity to talk specifically to your son and discuss his strength, areas of concern and strategies that can be used to improve in the particular subject.
Below I have included important information that the Board of Studies has issued with respect to the 2010 HSC. At our next Division Meeting the students will receive a copy. This is vital information with respect to the requirements and expectations of the HSC. If you have any questions about this bulletin, please don’t hesitate to contact me at the College.
Regards
Darren Frost
HSC Advisory Bulletin 2010
Glossary of Key Words
The key words published by the Board are not the only verbs used in examination questions.
The Board’s Glossary of Key Words contains some terms commonly used in examination questions. The glossary is a useful guide to question formats, but it is not exhaustive; HSC students must be prepared for many kinds of questions. The Board may ask questions such as ‘how?’, ‘why?’ or ‘to what extent?’ and use verbs that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Question Format
Examination committees will use a range of question types that may vary from year to year.
In 2009 some HSC students showed concern if a style of question was introduced that had not appeared in previous exams or specimen papers. Each year the examination committees follow a framework provided by the specifications found in the Assessment and Reporting document for each HSC subject. These specifications give committees flexibility to vary previous question formats. While committees will never set out to ‘trick’ students, they will also avoid creating an overly predictable examination. Committees will use a range of question types that may vary from year to year.
Questions with Stimulus Material
Examination committees may use stimulus material where they believe it is necessary. This may change from year to year.
In 2009 some students reported being surprised by the inclusion of stimulus material in particular examination papers. Stimulus material – such as artwork, quotations or maps – may be included in a question for a number of reasons. For example, a map, drawing or quotation may provide a focus for analysis or interpretation. The question will make clear the intention of the images or words in the stimulus. The appearance or absence of questions with stimulus material in any given year does not indicate that stimulus material will be used in the same section in subsequent years’ examinations.
Multiple-choice Questions
Multiple-choice questions require selecting the best of the available answers.
In 2009 a number of students reported concern about particular multiple-choice questions. Multiple-choice questions provide students with a range of possible answers (distractors) from which to choose. This type of question requires students to have a degree of certainty about their knowledge and understanding of the subject.
The purpose of distractors is to present a range of options that appear to be feasible. Some distractors could be correct in a given set of circumstances but are not the best overall answer. In other cases distractors may be partially right with some element of incorrect information. If teachers find their students are uncertain how to judge the ‘best possible’ answer they may need to provide additional advice. The Board’s Test Yourself online multiple-choice questions are recommended as a useful way to practise this judgement.
Managing Difficult Questions
Students should expect that examinations will be challenging. Students should not expect that HSC exams will support the use of answers prepared in advance.
HSC examinations are intended to be rigorous and to challenge students of all abilities. During 2009 the Board’s presiding officers reported an unusual number of students raising concerns about the difficulty of certain questions and, as a result, being unsettled during the examination. In some cases these students complained they had prepared and memorised answers that did not ‘fit’ the question, in other cases they were confused about the question itself.
Students should know that HSC questions are not designed to support answers prepared in advance. It is important that teachers prepare students to answer the questions revealed on the day of the exam rather than anticipating a particular type of question and memorising an answer to suit. Students must also understand that partially modifying an otherwise irrelevant memorised response will not lead to high marks. This point is made repeatedly in the Notes from the Marking Centre.
If students have difficulty understanding the question they should look for key words and identify the aspect of the course to which these relate. They are then in a position to formulate their answer from their relevant knowledge, understanding and skills.
If a student finds a question difficult they can expect that other students will also find it challenging. Making a best attempt at a question is a better strategy than a non-attempt. Markers are briefed to read each answer carefully to see the merit in the answer and to mark in a positive manner – that is, to look where marks can be awarded rather than taken away.
Student Entry for Vocational Education and Training (VET) Examinations
Vocational education students wishing to sit the HSC examination in these subjects must ensure that they have been entered for the exam by their school.
Exams are not compulsory in the Board’s vocational education and training courses but many students will choose to sit the exam, particularly if they want the course to be counted towards their ATAR calculation. Students need to check their course entry details on the confirmation of entry form for the correct information about whether or not they will sit an exam.
If students find the wrong information about their VET exam arrangements when they check, they should immediately notify Mr Frost.