Transcript Endorsed Programs and the WACE
Western Australian Curriculum and Assessment in the Secondary Years (7–12)
© 2015 School Curriculum and Standards Authority
YEARS 7–10
The Act
School Curriculum and Standards Authority Act, 1997
The objects of the Act are: (a) to provide for standards of student achievement and for the assessment and certification of student achievement according to those standards (b) to provide for the development of an outline of curriculum and assessment in schools that, taking account of the needs of students, sets out the knowledge, understanding, skills, values and attitudes that students are expected to acquire and guidelines for the assessment of student achievement; and to provide for the development and accreditation of courses for schooling (c) to provide for the maintenance of a database of information relating to — (i) the participation by students during their school years in education, training or employment as provided for by the School Education Act (ii) the achievements of students during those years (iii) records of assessment in respect of students.
The Outline
• • • The Western Australian Curriculum and Assessment Outline: sets out the knowledge, understanding, skills, values and attitudes that students are expected to acquire, and guidelines for the assessment of student achievement is mandated for all Western Australian students provides comprehensive information that schools can use to plan student learning programs, assess student progress and report to parents.
The Australian Curriculum is being developed in phases. Some learning areas have been implemented from the Australian Curriculum, others are described in the Curriculum Framework.
Welcome to the new-look Outline
Learning areas and subjects
• • • •
Phase 1
English History (a component of Humanities and Social Sciences) Mathematics Science • • • • •
Phase 2 and Phase 3
Health and Physical Education Humanities and Social Sciences Languages Technologies The Arts
P–10 Curriculum implementation timeline
2015
Full implementation for English, Mathematics, Science and History
2016 2017 2018
Health and Physical Education, Humanities and Social Sciences, Technologies and The Arts Curriculum available to schools for familiarisation at the start of Semester 1 The Languages Curriculum available to schools for familiarisation at the start of Semester 2 Assessment Snapshots, Assessment Activities, Judging Standards and Annotated Work Samples for Health and Physical Education, Humanities and Social Sciences, Languages, Technologies and The Arts Full implementation for Health and Physical Education and Humanities and Social Sciences Full implementation for The Arts, Technologies and Languages
• • •
Delivering the P–10 curriculum
Teachers should be using the Western Australian Curriculum and Assessment Outline for Phase 1.
Some schools are engaging with ACARA Phase 2 and Phase 3 learning areas and subjects.
Western Australian syllabuses for Phase 2 and Phase 3 will be released in 2016 with: – core content that must be taught to all students – achievement standards (A–E) based on the core content against which students will be assessed.
• • •
Review of the Australian Curriculum
The Ministerial Council endorsed ACARA’s responses to the review's recommendations.
ACARA will be addressing issues such as: – reducing the content – improving clarity – making the curriculum more parent friendly.
The Authority will continue with its process of adopting and adapting the curriculum and consider ACARA’s amendments.
• • • •
Reporting P–10
Report on student achievement against the year level achievement standards – for English, Maths, Science and History (or HASS) for Semester 1 this year.
Students need to engage with the year level syllabus content and be assessed against the year level achievement standards.
Students should receive an A if they demonstrate the year level standard for an A. Students do not have to be ‘two years ahead’ to receive an A.
Reporting P–10 requirements
• • • All schools in Western Australia are required to report in Semester 1 and Semester 2 2015 on: English and Mathematics for Pre-primary (and strongly encouraged in Science) – not with grade A-E English, Mathematics and Science for Years 1 to 10 either History or the Humanities and Social Sciences, as determined by the school, for Years 1 to 10. Schools must use the achievement standards, outlined in the School Curriculum and Standards Authority’s Reporting Policy: Pre-primary to Year 10. Years 1–2 grade is optional; Year 3 and beyond grades required.
• •
Reporting P–10 2015 and 2016
English, Mathematics and Science adopted ‘as is’ from ACARA – teachers must use the Western Australian achievement standards for determining grades.
History for 2015 and 2016 adopted ‘as is’ from ACARA – teachers must use the Western Australian achievement standards for determining grades OR – teachers can determine a grade based on a combination of Humanities and Social Sciences subjects.
Support for reporting P–10
• • The assessment pointers and the annotated works samples in Western Australia’s Judging Standards resources: describe the quality of learning at each grade A–E exemplify the achievement standards at A–D.
The Australian Curriculum achievement standard is a general year level statement. • It describes ‘satisfactory’ performance at a C grade level – the ‘expected’ standard.
Reporting P–10 – modified curriculum
Students working with a modified Curriculum need a documented individual education plan (IEP) or differentiated learning plan (DLP). These plans need to incorporate appropriate reporting that has been negotiated with the student and their parents/carers. These students are outside the A-E reporting requirement and reports should be against their individual or differentiated plan.
Adopting and adapting the curriculum
Curriculum differences – Phases 2 and 3
The Australian Curriculum
The Australian Curriculum written in bands for Health and Physical Education, Technologies and The Arts.
History, Geography, Civics and Citizenship and Economics and Business written as separate disciplines across Phases 1, 2 and 3 of the Australian Curriculum.
Content descriptions are supported by elaborations.
The Western Australian Curriculum
have been developed for Health and Physical Education, Technologies and The Arts.
The aggregation of the Humanities and Social Sciences into a coherent learning area with a
overview documentation.
and Content descriptions stand alone and reflect the core content in each learning area/subject. Elaborations have been embedded in the content where necessary for exemplification.
Year level syllabuses – HPE 1–2
• ACARA content description Year 1 and 2 Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) • • Western Australian Year level syllabuses: Year 1 – Personal strengths and how these change over time (ACPPS015) Year 2 – Personal strengths and achievements and how they contribute to personal identities (ACPPS015)
P–10 Syllabus structure – the overview
Each learning area has an overview section which sets out: Rationale Aims Organisation Ways of teaching Ways of assessing Student diversity General capabilities Cross-curriculum priorities Glossary Scope and sequence
P–10 Syllabus structure – the content
•
• Each year level syllabus contains: a
– signals a focus for the content, the progression and the pitch of the content
to teach – specifies what teachers are expected an achievement standard – describes the characteristics of student achievement.
Year 7 Technologies: Digital technologies
Y EAR L EVEL D ESCRIPTION Year 7 students have opportunities to create a range of digital solutions, such as interactive web applications or simulations.
In Year 7, students explore the properties of networked systems. They acquire data from a range of digital systems. Students use data to model objects and events. They further develop their understanding of the vital role that data plays in their lives.
The curriculum provides students with further opportunities to develop abstractions, identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems…
Year 7 Technologies: Design and technologies
Content Descriptions
Knowledge and understanding
•
Technologies and society
Social, ethical and sustainability considerations that impact on • designed solutions (ACTDEK040) Development of products, services and environments, with consideration of economic, environmental and social sustainability (ACTDEK041)
Technologies contexts
•
Food specialisations
Principles of food safety, preservation, preparation, presentation and sensory perceptions (ACTDEK045)
Generic skills for HASS
HASS skills – Questioning and Researching
HASS skills – Analysing
HASS skills – Evaluating
HASS skills – Communicating and Reflecting
Ways of teaching and Ways of assessing
The Ways of teaching aim to support teachers with planning for curriculum delivery across the years of school, with the teaching in each year extending learning in previous years.
The Ways of assessing complement Ways of teaching and aim to support teachers in developing effective assessment practice.
These complement the principles of teaching, learning and assessment in the Western Australian Curriculum and Assessment Outline ( http://k10outline.scsa.wa.edu.au/ ).
Ways of assessing – Technologies examples
Assessment strategies Sources of evidence
Observations Group activities Fieldwork and practical (authentic) evidence The observations of student understandings and process and production skills through the use of anecdotal notes, checklists, photographs, videos or recordings.
Collaborating and managing is one of the production and processes skills, this needs to be actively programmed for and assessed in accordance with the relevant year’s content description. During group work, teachers should stop at key points to check individual student understanding. The demonstration of learning through activities such as virtual and actual fieldwork, to inform the creation of digital and designed solution.
Judging Standards resources – Phases 2 and 3
These resources are for making on-balance judgements about student achievement over a period of time and a range of work.
• • Will comprise, as for Phase 1: grade and/or achievement descriptions (e.g. A or Excellent) with assessment pointers which are concise, ordered descriptions of what achievement looks like, depending on the tasks selected by the teacher annotated work samples that illustrate achievement.
• • • • •
Using the Judging Standards resources
The Judging Standards resources are not a checklist of what students should be doing. The assessment pointers provide evidence-based descriptions of qualities students exhibit, depending on the task. The assessment pointers describe an end-of-year achievement standard.
The Judging Standards resources are used for reporting student achievement at the end of the semester or year, not for assessing individual pieces of student work. Ranked lists and numerical cut points require reference to the assessment pointers. Assign grades in relation to the achievement standard.
• • • •
Judging Standards evidence base
Based on evidence (student work samples) – Rely on pairwise processes to develop achievement scales in each subject/learning area and year – Teacher judgements about ‘quality’ of student performance determine the achievement scale.
Term 4, 2014 – 247 teachers at 139 schools, completed 236 assessment tasks in 16 Phase 2 and 3 subjects, from Pre-primary to Year 10 produced 15,172 assessment work samples.
This is about 60% of the evidence (work samples) we need.
Further tasks are being delivered in 2015.
Judging Standards – Phase 1 more to come
• English Provide assessment pointers and annotated work samples for – – Reading and viewing Speaking and listening.
• Mathematics Provide a greater range of annotated student work samples. • Science Provide more annotated work samples, particularly for Years 7 – 10.
Moderation
Under the School Curriculum and Standards Authority Act 1997, one of the functions of the Authority is
to the extent determined by the Authority, to provide for the comparability of assessments of student achievement in the compulsory education period that are made, caused to be
made or recognised by the Authority. (Section 9(n)) There are well-established procedures in national and international jurisdictions for checking on the comparability of assessments. These procedures are generally known as moderation.
Aims of moderation for P–10
• • • • • Moderation for Years P–10 in Western Australia will focus on: developing shared understandings of and the achievement sta ndards the syllabus content developing accuracy and reliability in making judgements in relation to achievement standards providing opportunities for teachers to compare and, if necessary, adjust judgements strengthening the value of teachers’ judgements informing the design of well-targeted teaching programs based on shared understandings of syllabus content and achievement standards.
Languages update – report
In 2014 the Authority’s Board requested an overview of the current provision of languages in Western Australia, both in and out of school settings, be prepared. • •
The State of Play: Languages Education In Western Australia, October 2014:
provides the Board with a sound basis on which to make informed decisions about the future development and provision of language education policy and curriculum in Western Australia identifies some challenges that the Authority is exploring through consultation with key stakeholders.
ABLES and ABLEWA
• Abilities Based Learning Education Support curriculum, assessment and pedagogical resources to support the teaching and learning of students with disabilities and additional needs.
• Abilities Based Learning Education, Western Australia to ensure an inclusive P–10 curriculum for all Western Australian students.
Key features of ABLES
• • • • • Enables a teacher to: assess a student’s readiness to learn develop appropriate learning goals for various curriculum areas in consultation with the student, parents/carers, teacher and other support personnel develop an appropriate Individual Learning Plan that can be linked to teaching and learning strategies that have been found to work monitor learning progress better support a student through the teaching, learning and assessment cycle.
ABLEWA
• Semester 1, 2015 – ABLEWA Validation Trial Group – 16 cross-sectoral schools • Semester 2, 2015 – Expressions of Interest will be called for a Semester 2 ABLEWA Trial Group. ABLEWA accessible for all Western Australian schools within the Outline from 2016.
Contact Maureen Lorimer, Principal Consultant for more information [email protected]
Key points for Pre-primary–Year 10 2015
Phase 1 English, Mathematics, Science and History (part of HASS)
Schools are implementing Phase 1 learning areas and subjects The Authority is augmenting Judging Standards material – and will be asking for more work samples in Term 4 Reporting to parents in Semester 1 and semester 2 against the achievement standards in the Western Australian
Curriculum and Assessment Outline
Phase 2 and Phase 3 Health and Physical Education, Humanities and Social Sciences, Technologies, The Arts and Languages
The Authority is adapting Phase 2 and Phase 3 learning areas and subjects The Authority is developing Judging Standards material – with school contributing work samples and teachers involved in pair wise analysis Schools should be using what they have used in the past to assist in developing reports for any subjects in the Phase 2 and 3 Learning Areas until the Judging Standards resources are made available
• • •
Kto10 Circular
The Kto10 Circular provides monthly updates on the Kindergarten to Year 10 curriculum.
It is essential that staff are informed of any communication regarding courses and examinations.
School leaders and teachers are encouraged to register to receive the Kto10 Circular.
YEARS 11–12
• • •
WACE requirements 2016
Complete a Literacy and Numeracy Assessment to demonstrate a minimum standard based on skills regarded as essential for individuals to meet the demands of everyday life and work in a knowledge-based economy.
Complete a minimum of four Year 12 ATAR courses including the external examination (i.e. be eligible for an ATAR) or complete a Certificate II or higher*. Complete two Year 11 English units and a pair of Year 12 English units.
• • •
WACE requirements 2016 (2)
Complete at least one pair of units from a Year 12 List A (arts/languages/social sciences) course and one pair of units from a Year 12 List B course (mathematics/sciences/technologies).
Complete at least 20 units (or equivalents) including a minimum of 10 Year 12 units.
Achieve a minimum of 14 C grades in Year 11 and Year 12 units (or equivalents) including at least 6 C grades in Year 12 units (or equivalents).
Implementation of the new WACE
• • For ATAR, General and Foundation courses: the two Year 11 units are typically studied and reported to the Authority as a pair (i.e. one mark and grade), but may be studied and reported separately (i.e. one mark and grade for each unit studied) from 2016, the two Year 12 units must be studied and reported to the Authority as a pair.
Enrolments
• 6 March 2015 (Week 5 Term 1) – enrolments for Year 11 students studying units in ATAR, General, Foundation, Preliminary and VET Industry Specific courses due for upload into SIRS.
After this date, it is considered that Year 11 students should not transfer from a single unit of an ATAR or General course.
1 May 2015 (Week 2 Term 2) – this date is provided as a guide to schools for use when determining the last date for student transfers between pairs of ATAR or General units in Year 11.
*In 2016, students enrolled in Year 12 courses (T code courses) will be unable to change courses after Week 8, Term 1.
Pre-Year 11 students
Student enrolment and recognition of achievement for students in Year 8, Year 9 and Year 10
Academic year WACE units* VET units of competency through VET credit transfer Endorsed programs Year 8
No Not available
Year 9 Year 10
No No (except with permission from the Authority)** No (except with permission from the Authority) No (except with permission from the Authority) Yes (permission to study not required) Not available Yes (permission to study not required)
OLNA 2015 and 2016
OLNA is administered in March and September each year. There are no alternative assessment dates.
2015 Round one
Writing: 9–11 March Numeracy and Reading: 9–20 March
Round two
Writing: 31 August–2 September Numeracy and Reading: 31 August–11 September
2016 Round one
Writing: 7–9 March Numeracy and Reading: 7–18 March
Round two
Writing: 29 –31 August Numeracy and Reading: 29 August–9 September
• • •
OLNA clarifications
There is no such thing as ‘failing’ NAPLAN.
OLNA is an equitable assessment.
– OLNA delivery supports students from backgrounds such as ESL or students with a disability to achieve the literacy and numeracy requirement.
– OLNA items, cut-scores and individual Category 2 diagnostics are not released.
NAPLAN results and classroom formative assessments provide sufficient diagnostic information to plan programs for Category 1 and 2 students.
•
Intervention and OLNA
Targeted curriculum interventions, such as individual or group support, should be a regular classroom practice.
• Waiting until a student is in Year 10 and at-risk is not providing a student with the opportunities they need to demonstrate the literacy and numeracy standard.
• The Foundation courses should not be the first intervention.
• • • •
OLNA support materials
OLNA public information website http://www.scsa.wa.edu.au/Senior_Secondary/OLNA OLNA Handbook (revised) http://www.scsa.wa.edu.au/internet/_Documents/Publications/ OLNA_Handbook.pdf
OLNA Writing Guide http://www.scsa.wa.edu.au/internet/_Documents/Publications/ OLNA_writing_guide.pdf
Foundation course syllabus (for Year 11 and 12 students) http://wace1516.scsa.wa.edu.au/english/ http://wace1516.scsa.wa.edu.au/mathematics/
• • • • •
OLNA interim student report
The Authority reports on student achievement for the OLNA through the WASSA on completion of Year 12.
Schools receive interim student reports throughout the student’s enrolment. Diagnostic reports are designed for teachers, not parents.
The report shows a student’s performance ‘as at’ a given date. – Performance is indicated in terms of Category 1, 2 or 3.
– The report identifies whether a student needs to resit any components of the OLNA.
An explanation of each category is provided.
• • • • • •
Maximising your network during OLNA
Manage bandwidth during the OLNA is essential. Minimise internet usage by other classes. Consider a complete quarantine of bandwidth for OLNA testing, or rebalancing bandwidth allocation.
Notify students not involved to avoid connecting their personal devices to the school wireless network. Limit the maximum number of devices connected to a Wireless Access Point (WAP) to 20 devices a session during the OLNA.
If your wireless network is known to have connectivity issues, schedule all assessments in wired computer labs.
• • • • •
Syllabus delivery audit 2015
Thank you for your support in uploading more than 4000 documents. The review of all correctly uploaded documents is complete.
Two reports are now available for schools in SIRS2 ( https://sirs2.scsa.wa.edu.au
) based on the documents uploaded by your school.
School administrators should review both reports and then refer to the table included in letter from the Authority in March for the actions that need to be followed up. In situations where the documents provided by the school for a particular course did not meet requirements a documentation review may be initiated during Term 2.
• • • • •
Auditing enrolments in Preliminary units
Providing students with access to appropriate courses is a priority.
It is a core element of this reform.
Enrolment in Preliminary units is restricted.
The Authority will be monitoring enrolment patterns in Preliminary units.
Data will be shared with the school sector/systems.
•
Support materials for WACE courses
Year 11 sample materials including course outlines, assessment outlines, assessment tasks and marking keys for courses are available on the relevant course page on the Authority website.
• Year 12 sample materials will be made available on the Authority website over the course of 2015.
• The WACE Manual 2015–16 contains a sample course outline and assessment outlines.
Moderation activities in 2015
• • • • • Adjustments Documentation and grading reviews for all courses where available evidence indicates a need.
Syllabus delivery audit of all General and Foundation Year 11 courses.
No audit of ATAR – as evidence is provided through analysis of the school mark distribution and school WACE examination mark distribution.
No consensus moderation in 2015.
No externally set tasks (ESTs) until 2016.
Externally set tasks (ESTs)
• • • • All students enrolled in a Year 12 General or Foundation course are required to complete an EST for that course.
The EST is administered in Term 2 in a period prescribed by the Authority.
The school is required to administer the EST under invigilated conditions following the protocols provided by the Authority.
The EST is marked by the teacher/s delivering the course using the marking key provided by the Authority. The school provides the marks for all students to the Authority.
Focus on moderating teacher judgements of standards.
• • • •
Syllabus review
A cycle of syllabus review will be established.
A review may result in revision of the course.
Revised courses will have a phased two-year implementation timeline. The first batch of courses will be reviewed in 2018–19.
Examinations – private candidates
• • • From 2016: seeking entry to university as a mature‐age applicant undertaking language courses through interstate language offerings (CCAFL) where the course is not offered by the school undertaking French, German and Italian Background language courses where the course is not offered by the school.
• • • •
Exhibitions and awards – WACE 2016
There will be more awards from 2016.
Certificates of commendation replaced by – Certificates of merit – Certificates of distinction.
Selection of General exhibitions, Course exhibitions and Certificates of excellence will be based on ATAR course examination scores.
Beazley Medal: VET selection will be drawn from those students who are recommended for a VET exhibition – School nomination.
VET
• • Standard VET credit transfer reduces the number of course units in which a C grade is required (max: 4 units in Year 11 and 4 units in Year 12).
VET industry specific courses contribute in the same manner as a C grade or higher in other WACE course units.
• Breadth VET industry specific courses and VET credit transfer do not contribute to the breadth requirement.
• • Depth VET industry specific courses contribute towards the depth requirement as WACE course units.
VET credit transfer contributes towards the depth requirement as unit equivalence (max: 8 unit equivalents).
Special considerations – VET
• • • • Schools may apply on behalf of students who, for reasons outside of their control, have been unable to meet the Certificate II minimum requirement for WACE including: overseas, remote/regional students where there is either an absence or limited supply of training students affected by school/RTO partnership issues students who moved to a new school unable to accommodate the completion of a qualification in time for the end of Year 12 students who have experienced significant issues with RTO certification processes (including issues with the Unique Student Identifier for VET).
• • • •
VET – unique student identifier (USI)
New and continuing students participating in nationally recognised VET require a USI in order to receive a statement of attainment or qualification from a RTO.
The onus is on the student to obtain their USI. The USI is different from the student’s SCSA number.
Achievement will only be recognised for WACE when the USI is included in data uploaded to SIRS.
• • •
11to12 Circular
The 11to12 Circular provides monthly updates on the senior secondary curriculum.
It is essential that staff are informed of any communication regarding courses and examinations.
Heads of Learning Areas should be registered to receive the 11to12 Circular.
WASSA – All students
• • All students receive a Western Australian Statement of Student Achievement (WASSA) when they complete Year 12.
Details of every course and program a student has completed in their senior secondary years.
Helpful when applying for further training or employment.
Information included on a WASSA
achievement of WACE requirements school grades and school marks in General and Foundation units completed Preliminary units achievement of literacy (reading and writing) standard achievement of numeracy standard achievement of exhibitions and awards completed VET industry specific units successfully completed VET qualifications and VET units of competency completed endorsed programs school grades, school marks, and combined scores in ATAR units number of community service hours undertaken (if reported by the school)