year 11 assessment handbook 2015 · practical (design): factors affecting microbial growth 25 a1...

1

YEAR 11

ASSESSMENT HANDBOOK

2015

This handbook contains details of the assessment requirements for all Year 11 students for this year. It also contains an

approximate timeline for all assessment tasks and the performance standards used to evaluate these tasks.

2

Stage 1 Accounting

Year 11 - Semester 1

Assessment

Type Name of Assessment Value

Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

applications

tasks (75%)

Environment of

Accounting 25 A1 Supervised Task

Term 1,

Week 10

Keeping Cash Records

and Business Documents 25 B1 Assignment

Term 1,

Week 8

Double Entry 25 C1 Examination Term 2,

Week 5

Investigation

(25%)

Personal Financial

Management 25 D1 Written Task

Term 1,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

applications

tasks (75%)

Environment of

Accounting 25 A1 Assignment

Term 2,

Week 9

Financial Reports 25 B1 Topic Test Term 3,

Week 6

Examination 25 C1 Examination Term 4,

Week 2

Investigation

(25%) Business Simulation 25 D1 Assignment

Term 3,

Week 10

3

Performance Standards for Stage 1 Accounting

Understanding Analysis and Interpretation Application Communication

A Comprehensive understanding of the role of

accounting in society.

Astute and detailed recognition and

understanding of financial information for

decision-making.

Perceptive and well-informed recognition of

social, legal, regulatory, and/or ethical

influences on financial recording and decision-making.

Astute analysis and interpretation of financial

information, using appropriate accounting terminology.

Highly proficient application of the principles

and practices of recording and reporting financial information.

High degree of accuracy in the recording and

reporting of financial information, using manual methods as well as information and

communication technologies.

Astute application of decision-making skills, using financial and non-financial information.

Highly accurate communication of appropriate

and specific financial information.

Highly appropriate and well-informed use of a

range of accounting terminology.

B Detailed understanding of the role of accounting

in society.

Detailed recognition and understanding of financial information for decision-making.

Well-informed recognition of social, legal,

regulatory, and/or ethical influences on financial recording and decision-making.

Well-considered analysis and interpretation of

financial information, using appropriate

accounting terminology.

Proficient application of the principles and

practices of recording and reporting financial

information.

Mostly accurate recording and reporting of

financial information, using manual methods as

well as information and communication technologies.

Thoughtful application of decision-making

skills, using financial and non-financial information.

Mostly accurate communication of appropriate

financial information.

Appropriate and well-informed use of accounting terminology.

C Appropriate understanding of the role of accounting in society.

Appropriate recognition and understanding of financial information for decision-making.

Informed recognition of social, legal, regulatory,

and/or ethical influences on financial recording and decision-making.

Considered analysis and interpretation of financial information, using mostly appropriate


Competent application of the principles and practices of recording and reporting financial

information.

Competent recording and reporting of financial

information, using manual methods as well as

information and communication technologies.

Appropriate application of decision-making

skills, using financial and non-financial

information.

Competent communication of appropriate financial information.

Generally appropriate and informed use of accounting terminology.

D Basic understanding of the role of accounting in

society.

Some recognition and understanding of some

financial information for decision-making.

Some recognition of one or more social, legal, regulatory, and/or ethical influences on financial

recording and decision-making.

Some consideration and basic use of financial

information, using some appropriate accounting terminology.

Some basic application of one or more

principles and/or practices of recording and reporting financial information.

Recording and reporting of some basic financial

information, using manual methods and/or information and communication technologies.

Application of some basic decision-making

skills, using financial and non-financial information.

Communication of some basic financial

information.

Inconsistent use of some accounting

terminology.

E Emerging awareness of the role of accounting in

society.

Emerging awareness of the purpose of financial information for decision-making.

Limited recognition of a social, legal,

regulatory, or ethical influence on financial recording and decision-making.

Attempted consideration of simple financial

information, with limited use of appropriate


Few elements of application of one or more of

the principles or practices of recording and

reporting financial information.

Attempted recording of aspects of simple

financial information, using manual methods or

information and communication technologies.

Limited application of any decision-making

skills relevant to financial and non-financial

information.

Limited communication of some aspects of

simple financial information.

Attempted use of a limited range of accounting terminology.

4

Stage 1 Biology


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigations

Folio (55%)

Practical (design): Factors

Affecting Microbial

Growth

25 A1 Practical Task Term 1,

Week 8

Mutagens of the DNA 30 B1 Written Task Term 1,

Week 8

Skills and

Application

Tasks (45%)

Creative Concept Piece 15 C1 Negotiated Task Term 2,

Week 3

Examination 30 D1 Examination Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (45%)

Practical: (guided):Surface

Area and Digestion 15 A1 Practical Task

Term 2,

Week 7

Social Issues Investigation 30 B1 Written Task Term 3,

Week 10

Skills and

Application

Tasks (55%)

Comparative Anatomy

Essay 25 C1 Supervised Task

Term 3,

Week 5

Examination 30 D1 Written Task Term 4,

Week 2

5

Performance Standards for Stage 1 Biology

Investigation Analysis and Evaluation Application Knowledge and Understanding

A Designs a logical, coherent, and detailed

biological investigation.

Critically and logically selects and consistently

and appropriately acknowledges information

about biology and issues in biology from a range of sources.

Manipulates apparatus and technological tools

carefully and highly effectively to implement well-organised, safe, and ethical investigation

procedures.

Obtains, records, and displays findings of investigations, using appropriate conventions

and formats accurately and highly effectively.

Systematically analyses data and their

connections with concepts, to formulate logical and perceptive conclusions and make relevant

predictions.

Logically evaluates procedures and suggests a range of appropriate improvements.

Applies biological concepts and evidence from

investigations to suggest solutions to complex problems in new and familiar contexts.

Uses appropriate biological terms, conventions,

formulae, and equations highly effectively.

Demonstrates initiative in applying constructive

and focused individual and collaborative work

skills.

Consistently demonstrates a deep and broad

knowledge and understanding of a range of biological concepts.

Uses knowledge of biology perceptively and

logically to understand and explain social or environmental issues.

Uses a variety of formats to communicate

knowledge and understanding of biology coherently and highly effectively.

B Designs a well-considered and clear biological

investigation.

Logically selects and appropriately

acknowledges information about biology and

issues in biology from different sources.


carefully and mostly effectively to implement

organised, safe, and ethical investigation procedures.

Obtains, records, and displays findings of

investigations, using appropriate conventions and formats mostly accurately and effectively.

Logically analyses data and their connections

with concepts, to formulate consistent conclusions and mostly relevant predictions.

Evaluates procedures and suggests some

appropriate improvements.


investigations to suggest solutions to problems in new and familiar contexts.

Uses appropriate biological terms, conventions,

formulae, and equations effectively.

Applies mostly constructive and focused

individual and collaborative work skills.

Demonstrates some depth and breadth of

knowledge and understanding of a range of biological concepts.

Uses knowledge of biology logically to

understand and explain social or environmental issues.


knowledge and understanding of biology coherently and effectively.

C Designs a considered and generally clear

biological investigation.

Selects with some focus, and mostly appropriately acknowledges, information about

biology and issues in biology from different

sources.


generally carefully and effectively to implement

safe and ethical investigation procedures.


investigations, using generally appropriate

conventions and formats with some errors but generally accurately and effectively.

Analyses data and their connections with

concepts, to formulate generally appropriate

conclusions and make simple predictions, with some relevance.

Evaluates some procedures in biology and

suggests some improvements that are generally appropriate.


investigations to suggest some solutions to basic

problems in new or familiar contexts.

Uses generally appropriate biological terms,

conventions, formulae, and equations, with

some general effectiveness.

Applies generally constructive individual and

collaborative work skills.

Demonstrates knowledge and understanding of a

general range of biological concepts.

Uses knowledge of biology with some logic to understand and explain one or more social or

environmental issues.

Uses different formats to communicate knowledge and understanding of biology, with


D Prepares the outline of a biological investigation.

Selects and may partly acknowledge one or

more sources of information about biology or an issue in biology.

Uses apparatus and technological tools with

inconsistent care and effectiveness and attempts to implement safe and ethical investigation

procedures.


investigations, using conventions and formats

inconsistently, with occasional accuracy and effectiveness.

Describes basic connections between some data and concepts, and attempts to formulate a

conclusion and make a simple prediction that

may be relevant.

For some procedures, identifies improvements

that may be made.

Applies some evidence to describe some basic problems and identify one or more simple

solutions, in familiar contexts.

Attempts to use some biological terms, conventions, formulae, and equations that may

be appropriate.

Attempts individual work inconsistently, and contributes superficially to aspects of

collaborative work.

Demonstrates some basic knowledge and partial understanding of biological concepts.

Identifies and explains some biological

information that is relevant to one or more social or environmental issues.

Communicates basic information to others,

using one or more formats.

E Identifies a simple procedure for a biological investigation.

Identifies a source of information about biology

or an issue in biology.

Attempts to use apparatus and technological

tools with limited effectiveness or attention to

safe or ethical investigation procedures.

Attempts to record and display some descriptive

information about an investigation, with limited

accuracy or effectiveness.

Attempts to connect data with concepts, formulate a conclusion, and make a prediction.

Acknowledges the need for improvements in

one or more procedures.

Identifies a basic problem and attempts to identify a solution in a familiar context.

Uses some biological terms or formulae.

Shows emerging skills in individual and collaborative work.

Demonstrates some limited recognition and awareness of biological concepts.

Shows an emerging understanding that some

biological information is relevant to social or environmental issues.

Attempts to communicate information about

biology.

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Stage 1 Business and Enterprise


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Core Topic Test 25 A1 Supervised Test Term 1,

Week 5

Case Study Investigation 25 B1 Oral or Written

Report

Term 1,

Week 8

Practical (25%) Business Plan 25 E1 Written Report Term 2,

Week 3

Issues Study

(25%) Media Analysis 25

C1

D1

Written Report Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Core Topic Test 25 A1 Supervised Test Term 4,

Week 2

Case Study – Impact of an

Event on Business &

Enterprise

25 B1 Oral or Written

Report

Term 3,

Week 10

Practical (25%) Marketing Plan 25 C1 Written Report Term 2,

Week 9

Issues Study

(25%) Media Analysis 25 D1 Written Report

Term 3,

Week 5

7

Performance Standards for Stage 1 Business and Enterprise

Knowledge and Understanding Analysis Communication Application

A In-depth understanding of the nature, role, and

structure of business and enterprise.

Thorough knowledge of the functions,

processes, and operations of business and

enterprise.

Clear, focused, and well-informed

understanding of the factors involved in current

trends, changes, opportunities, and issues affecting business and enterprise.

Astute and well-informed analysis of the

economic, social, environmental, and ethical implications and consequences of business and

enterprise practices in different contexts.

Clear and coherent communication of

information and ideas about business and enterprise to suit the purpose and audience.

Consistent and clear use of conventions,

vocabulary, and terminology appropriate to business and enterprise.

Consistent and appropriate acknowledgment of

a range of sources.

Proactive and productive application of relevant

business ideas, concepts, and practices.

Proactive and focused selection and use of

relevant information from a range of sources.

B Well-informed understanding of the nature, role,

and structure of business and enterprise.

Detailed knowledge of the functions, processes, and operations of business and enterprise.

Well-informed understanding of the factors

involved in current trends, changes, opportunities, and issues affecting business and

enterprise.

Well-considered and informed analysis of the

economic, social, environmental, and ethical

implications and consequences of business and enterprise practices in different contexts.

Clear communication of information and ideas

about business and enterprise to suit the purpose

and audience.

Mostly clear use of conventions, vocabulary,

and terminology appropriate to business and

enterprise.

Mostly consistent and appropriate

acknowledgment of a range of sources.

Some proactive and mostly productive

application of relevant business ideas, concepts,

and practices.

Well-considered selection and use of relevant

information from a range of sources.

C Informed understanding of the nature, role, and


Knowledge of the essential functions, processes, and operations of business and enterprise.

Informed understanding of the factors involved

in current trends, changes, opportunities, and issues affecting business and enterprise.

Informed analysis of the economic, social,

environmental, and ethical implications and

consequences of business and enterprise practices in different contexts.

Competent communication of information and

ideas about business and enterprise to suit the

purpose and audience.

Use of conventions, vocabulary, and

terminology generally appropriate to business

and enterprise.

Mostly appropriate acknowledgment of different

sources.

Competent and generally productive application

of relevant business ideas, concepts, and

practices.

Considered selection and use of relevant

information from different sources.

D Some awareness of the nature, role, and


Identification of aspects of the essential functions, processes, and operations of business

and enterprise.

Awareness of some factors involved in current trends and issues affecting business and

enterprise.

Description of some basic economic, social,

environmental, and/or ethical implications and

consequences of business and/or enterprise practices in one or more contexts.

Communication of some basic information and

ideas about business and enterprise to suit the

purpose and audience.

Some inconsistent use of basic conventions,

vocabulary, and terminology appropriate to

business and enterprise.

Some inconsistent acknowledgment of sources.

Some endeavour to apply one or more relevant

business ideas, concepts, and/or practices.

Selection and some use of information from more than one source, with some relevance.

E Emerging awareness of the nature, role, or


Identification of one or more aspects of the

essential functions, processes, and operations of


Limited awareness of one or two factors

involved in current trends and issues affecting


Limited description of one or more basic

economic, social, environmental, or ethical implications or consequences of business or

enterprise practices in a familiar context.

Limited communication of one or two basic

ideas about business and enterprise to suit the purpose and audience.

Emerging use of basic vocabulary and

terminology with some relevance to business and enterprise.

Limited acknowledgment of sources.

Recognition of the need to apply relevant

business ideas, concepts, and practices.

Attempted use of information from one or more

sources, which may have some relevance.

8

Stage 1 Chemistry


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (50%) Issues investigation 25 B1 Essay

Term 1,

Week 9

Practical investigation 25 C1 Practical Task Term 2,

Week 2

Skills and

Application

Tasks (50%)

Topic Test 25 A1 Topic Test Term 1,

Week 5

Semester Examination 25 D1 Examination Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigations

Folio (50%) Issues Investigation 25 A1 Essay

Term 3,

Week 4

Practical Investigation 25 B1 Practical Task Term 3,

Week 2

Skills and

Applications

Tasks (50%)

Topic Test 25 C1 Topic Test Term 3,

Week 10


Week 2

9

Performance Standards for Stage 1 Chemistry



chemistry investigation.



about chemistry and issues in chemistry from a range of sources.



procedures.





predictions.


Applies chemistry concepts and evidence from


Uses appropriate chemical terms, conventions,




skills.


knowledge and understanding of a range of chemistry concepts.

Uses knowledge of chemistry perceptively and

logically to understand and explain social or environmental issues.


knowledge and understanding of chemistry coherently and highly effectively.

B Designs a well-considered and clear chemistry

investigation.


acknowledges information about chemistry and

issues in chemistry from different sources.










Applies chemistry concepts and evidence from


Uses appropriate chemical terms, conventions,





knowledge and understanding of a range of chemistry concepts.

Uses knowledge of chemistry logically to

understand and explain social or environmental issues.


knowledge and understanding of chemistry coherently and effectively.

C Designs a considered and generally clear chemistry investigation.

Selects with some focus, and mostly

appropriately acknowledges, information about chemistry and issues in chemistry from different

sources.

Manipulates apparatus and technological tools generally carefully and effectively to implement


Obtains, records, and displays findings of investigations, using generally appropriate

conventions and formats with some errors but

generally accurately and effectively.

Analyses data and their connections with concepts, to formulate generally appropriate

conclusions and make simple predictions, with

some relevance.

Evaluates some procedures in chemistry and

suggests some improvements that are generally

appropriate.

Applies chemistry concepts and evidence from investigations to suggest some solutions to basic


Uses generally appropriate chemical terms, conventions, formulae, and equations, with


Applies generally constructive individual and collaborative work skills.

Demonstrates knowledge and understanding of a general range of chemistry concepts.

Uses knowledge of chemistry with some logic to

understand and explain one or more social or environmental issues.

Uses different formats to communicate

knowledge and understanding of chemistry, with some general effectiveness.

D Prepares the outline of a chemistry investigation.


more sources of information about chemistry or an issue in chemistry.


inconsistent care and effectiveness and attempts to implement safe and ethical investigation

procedures.

Obtains, records, and displays findings of investigations, using conventions and formats

inconsistently, with occasional accuracy and

effectiveness.



may be relevant.


that may be made.



Attempts to use some chemical terms, conventions, formulae, and equations that may

be appropriate.


collaborative work.

Demonstrates some basic knowledge and partial understanding of chemistry concepts.

Identifies and explains some chemistry

information that is relevant to one or more social or environmental issues.



E Identifies a simple procedure for a chemistry

investigation.

Identifies a source of information about

chemistry or an issue in chemistry.

Attempts to use apparatus and technological tools with limited effectiveness or attention to

safe or ethical investigation procedures.

Attempts to record and display some descriptive information about an investigation, with limited


Attempts to connect data with concepts,

formulate a conclusion, and make a prediction.



Identifies a basic problem and attempts to

identify a solution in a familiar context.

Uses some chemical terms or formulae.

Shows emerging skills in individual and

collaborative work.

Demonstrates some limited recognition and

awareness of chemistry concepts.


chemistry information is relevant to social or



chemistry.

10

Stage 1 Creative Arts – Musical

Year 11 - Semester 1 / 2

Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Product (70%) Developmental Process 40 Practical Task Term 3,

Week 7

Product Production 30 Practical Task Term 3,

Week 8

Folio (30%) Investigation (Oral

Presentation) 15

Research /

Practical Task

Term 2,

Week 8

Skills Record and

Reflection 15 Written Report

Term 2,

Week 7

11

Performance Standards for Stage 1 Creative Arts

Knowledge and Understanding Practical Application Investigation and Interpretation Reflection

A In-depth knowledge and understanding of core

concepts specific to relevant creative arts discipline(s).

Accurate and appropriate understanding and use

of language specific to relevant creative arts discipline(s).

In-depth knowledge of a broad range of creative

arts media, materials, techniques, processes, and technologies.

Creative and clear expression and

communication of ideas relevant to the program focus.

Discerning use of the creative arts process in the

development and presentation of well-refined creative arts product(s).

Selective and productive approaches appropriate

to the creative arts process.

Refined and integrated application of practical

skills, techniques, and processes.

Astute identification and use, and thorough

acknowledgment, of a variety of appropriate sources.

Clear and perceptive interpretation of the ideas

of creative arts practitioners.

Well-planned and in-depth investigation into the

nature and processes of working productively in

the creative arts.

Insightful appraisal of creative arts products in

terms of practitioners’ ideas, processes, and decision-making.

Insightful reflection on personal creative arts

ideas, opinions, and skills relevant to the program focus.

B Some depth of knowledge and understanding of

core concepts specific to relevant creative arts discipline(s).

Mostly accurate and appropriate understanding

and use of language specific to relevant creative arts discipline(s).

Some depth of knowledge of creative arts

media, materials, techniques, processes, and technologies.

Thoughtful and mostly clear expression and


Well-considered use of the creative arts process

in the development and presentation of polished creative arts product(s).

Productive approaches to the creative arts

process, with some originality.

Generally integrated application, with some

refinement, of practical skills, techniques, and

processes.

Well-considered identification, use, and

acknowledgment of different sources.

Clear interpretation of the ideas of creative arts

practitioners.

Mostly well-planned and detailed investigation into the nature and processes of working

productively in the creative arts.

Some depth of appraisal of creative arts

products in terms of practitioners’ ideas, processes, and decision-making.

Thoughtful reflection on personal creative arts


C Appropriate knowledge and understanding of


Generally appropriate understanding and use of

language specific to creative arts discipline(s).

Knowledge of key creative arts media,

materials, techniques, processes, and

technologies.

Generally considered and clear expression and


Competent use of the creative arts process in the

development and presentation of appropriate creative arts product(s).

Generally productive approaches to the creative

arts process.

Competent application of key practical skills,

techniques, and processes.

Considered identification, use, and

acknowledgment of appropriate sources.

Generally clear interpretation of the ideas of

creative arts practitioners.

Competent investigation into the nature and processes of working productively in the

creative arts.

Competent appraisal of creative arts products in


Considered reflection on personal creative arts


D Some basic knowledge of selected core

concepts.

Use of some terms that may be relevant to

creative arts discipline(s).

Recognition of some aspects of creative arts media, materials, techniques, processes, or

technologies.

Basic expression of an idea that may be relevant

to the program focus.

Some use of the creative arts process in the

development and/or presentation of a basic

creative arts product.

Some basic participation in aspects of a creative

arts process.

Some application of a practical skill, technique, or process.

Identification and some use of sources that

could inform the creative arts process.

Basic description of the ideas of a creative arts

practitioner.

Some basic investigation of the nature of, or processes relevant to, working in the creative

arts.

Recognition and description of a practitioner’s

idea, intention, process, or decision in creative arts products.

Superficial consideration of personal creative

arts ideas, opinions, and/or skills with some relevance to the program focus.

E Some recognition of one or more selected core concepts.

Limited use of terms that may be relevant to


Emerging awareness of creative arts media,

materials, techniques, processes, or

technologies.

Attempted expression of an idea that may be relevant to the program focus.

Attempted use of the creative arts process in the

limited development or presentation of a creative arts product.

Attempted participation in aspects of a creative

arts process.

Attempted application of a practical skill,

technique, or process.

Identification and use of a source.

Attempted description of the ideas of a creative

arts practitioner.

Identification of one or more processes relevant to working in the creative arts.

Some identification of a practitioner’s intention or process in a creative arts product.

Attempted consideration of a personal creative

arts idea, opinion, or skill with limited relevance to the program focus.

12

Stage 1 Creative Arts – Photography


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Product (40%)

Studio Project –

Investigation

Studio Project – Product

20

20

D1

E1

Exhibition Term 2,

Week 3

Folio (60%) Investigation of Studio

Photography 20 A1 Essay

Term 1,

Week 4

Skills Assessment –

Photoshop

Skills Assessment –

Lighting

20

20

B1

C1

Folio Term 2,

Week 2


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Product (40%) Landscape Photography

Project 40 B1 Exhibition

Term 4,

Week 2

Folio (60%)

Investigation of Local

Landscape and

Contemporary Australian

Photographers

20 A1 Essay Term 3,

Week 4

Image Composition Skills

Assessment 40 C1 Folio

Term 4,

Week 2

13

Performance Standards for Stage 1 Creative Arts

Knowledge and Understanding Practical Application Investigation and Interpretation Reflection

A In-depth knowledge and understanding of core

concepts specific to relevant creative arts discipline(s).

Accurate and appropriate understanding and use

of language specific to relevant creative arts discipline(s).

In-depth knowledge of a broad range of creative

arts media, materials, techniques, processes, and technologies.

Creative and clear expression and


Discerning use of the creative arts process in the

development and presentation of well-refined creative arts product(s).

Selective and productive approaches appropriate

to the creative arts process.

Refined and integrated application of practical

skills, techniques, and processes.

Astute identification and use, and thorough

acknowledgment, of a variety of appropriate sources.

Clear and perceptive interpretation of the ideas

of creative arts practitioners.

Well-planned and in-depth investigation into the

nature and processes of working productively in

the creative arts.

Insightful appraisal of creative arts products in


Insightful reflection on personal creative arts


B Some depth of knowledge and understanding of


Mostly accurate and appropriate understanding

and use of language specific to relevant creative arts discipline(s).

Some depth of knowledge of creative arts

media, materials, techniques, processes, and technologies.

Thoughtful and mostly clear expression and


Well-considered use of the creative arts process

in the development and presentation of polished creative arts product(s).

Productive approaches to the creative arts

process, with some originality.

Generally integrated application, with some

refinement, of practical skills, techniques, and

processes.

Well-considered identification, use, and

acknowledgment of different sources.

Clear interpretation of the ideas of creative arts

practitioners.

Mostly well-planned and detailed investigation into the nature and processes of working

productively in the creative arts.

Some depth of appraisal of creative arts

products in terms of practitioners’ ideas, processes, and decision-making.

Thoughtful reflection on personal creative arts




Generally appropriate understanding and use of

language specific to creative arts discipline(s).

Knowledge of key creative arts media,

materials, techniques, processes, and

technologies.

Generally considered and clear expression and


Competent use of the creative arts process in the

development and presentation of appropriate creative arts product(s).

Generally productive approaches to the creative

arts process.

Competent application of key practical skills,

techniques, and processes.

Considered identification, use, and

acknowledgment of appropriate sources.

Generally clear interpretation of the ideas of

creative arts practitioners.

Competent investigation into the nature and processes of working productively in the

creative arts.

Competent appraisal of creative arts products in


Considered reflection on personal creative arts


D Some basic knowledge of selected core

concepts.

Use of some terms that may be relevant to


Recognition of some aspects of creative arts media, materials, techniques, processes, or

technologies.

Basic expression of an idea that may be relevant

to the program focus.

Some use of the creative arts process in the

development and/or presentation of a basic

creative arts product.

Some basic participation in aspects of a creative

arts process.

Some application of a practical skill, technique, or process.

Identification and some use of sources that

could inform the creative arts process.

Basic description of the ideas of a creative arts

practitioner.

Some basic investigation of the nature of, or processes relevant to, working in the creative

arts.

Recognition and description of a practitioner’s

idea, intention, process, or decision in creative arts products.

Superficial consideration of personal creative

arts ideas, opinions, and/or skills with some relevance to the program focus.

E Some recognition of one or more selected core concepts.

Limited use of terms that may be relevant to


Emerging awareness of creative arts media,

materials, techniques, processes, or

technologies.

Attempted expression of an idea that may be relevant to the program focus.

Attempted use of the creative arts process in the

limited development or presentation of a creative arts product.

Attempted participation in aspects of a creative

arts process.

Attempted application of a practical skill,

technique, or process.

Identification and use of a source.

Attempted description of the ideas of a creative

arts practitioner.

Identification of one or more processes relevant to working in the creative arts.

Some identification of a practitioner’s intention or process in a creative arts product.

Attempted consideration of a personal creative

arts idea, opinion, or skill with limited relevance to the program focus.

14

Stage 1 Dance


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Technique

(30%) Dance Technique 30 A1 Practical Task

Term 1,

Week 8

Composition

(20%) Group Dance & Journal 20 B1

Practical and

Written Task

Term 2,

Week 5

Performance

(30%)

Solo Performance or Off -

Stage Role 30 C1

Practical or

Presentation

Task

Term 2,

Week 4

Response (20%) Written Report and Oral

Presentation 20 D1

Oral

Presentation

Written Report

Term 1,

Week 6

Term 2,

Week 2


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Technique

(30%) Dance Technique 30 A1 Practical Task

Term 3,

Week 6

Composition

(20%)

Composition Task and

Journal 20 B1

Practical and

Written Task

Term 3,

Week 5

Performance

(30%)

Group Performance or Off

- Stage Role 30 C1

Practical or

Presentation

Task

Term 4,

Week 2

Response (20%) Written Report and Oral

Presentation or Poster 20 D1

Oral

Presentation /

Poster

Research Task

Term 3,

Week 4

Term 3,

Week 10

15

Performance Standards for Stage 1 Dance

Knowledge and Understanding Practical Application Presentation and Communication Analysis and Reflection

A In-depth knowledge and understanding of dance

technique and a broad range of compositional devices used in dance creation and performance.

In-depth knowledge, understanding, and

appreciation of the contribution that dance makes to the life of a community or cultural

group.

Insightful recognition and understanding of the aesthetic qualities within choreographed dance

works.

Perceptive and well-informed understanding of the use of various forms of technology in dance

creation and production.

High-level application of technical skills,

specific to a particular genre, demonstrated consistently in the context of safe dance

practice.

Highly inventive ideas and improvisation explored through a creative process.

A productive, demonstrated process of planning,

selection, and thoughtful refinement in creating and presenting dance compositions.

High level performance skills demonstrated in

individual and collaborative situations in the creation of dance performance.

Use of a wide range of appropriate performance

or production skills to communicate expressively to an audience.

Highly developed use of language and

terminology relevant to the dance context.

Communication, with a high degree of

understanding and clarity, in a variety of forms.

Perceptive analysis of dance works and practice

in context.

Insightful reflection on the relationships that

interconnect in the process of staging dance.

Insightful and in-depth reflection on dance in context.

B Detailed knowledge and understanding of dance

technique and a broad range of compositional devices used in dance creation and performance.

Some depth in knowledge, understanding, and

appreciation of the contribution that dance makes to the life of a community or cultural

group.

Well-considered recognition and understanding of the aesthetic qualities within choreographed

dance works.

Well-informed understanding of the use of various forms of technology in dance creation

and production.

Capable application of technical skills, specific

to a particular genre, demonstrated in the context of safe dance practice.

Original ideas and improvisation explored

through a creative process.

A thorough demonstrated process of planning,

selection, and refinement in creating and

presenting dance compositions.

Capable performance skills demonstrated in

individual and collaborative situations in the

creation of dance performance.

Use of a range of appropriate performance or

production skills to communicate expressively to an audience.

Skilled use of language and terminology

relevant to the dance context.

Communication, with well-informed

understanding and clarity, in a variety of forms.

Well-considered analysis of dance works and

practice in context.

Thoughtful reflection on the relationships that

interconnect in the process of staging dance.

Clarity and some depth in reflection on dance in context.


dance technique and key compositional devices

used in dance creation and performance.

Considered knowledge, understanding, and

appreciation of the contribution that dance

makes to the life of a community or cultural group.

Considered recognition and understanding of the

aesthetic qualities within choreographed dance works.

Informed understanding of the use of various

forms of technology in dance creation and production.

Competent application of technical skills,

specific to a particular genre, demonstrated in

the context of safe dance practice.

Ideas and improvisation that show some

originality explored through a mostly creative

process.

A demonstrated process of planning and

selection that shows some refinement in creating

and presenting dance compositions.

Competent performance skills demonstrated in

individual and collaborative situations in the

creation of dance performance.

Use of appropriate performance or production

skills to communicate expressively to an

audience.

Competent use of language and terminology

relevant to the dance context.

Mostly clear communication, with informed understanding, in different forms.

Considered analysis of dance works and practice

in context.

Considered reflection on the relationships that interconnect in the process of staging dance.

Clear reflection on dance in context.

D Identification of some dance technique and

compositional devices used in dance creation

and performance.

Some recognition of the contribution that dance

makes to the life of a community or cultural

group.

Some recognition of the aesthetic qualities

within choreographed dance works.

Some awareness of the use of various forms of technology in dance creation and production.

Some application of basic technical skills,

specific to a particular genre, demonstrated with

some awareness of safe dance practice.

Some basic ideas explored through a process

that includes elements of creativity and

improvisation.

Some evidence of following a process of

planning and selection, with limited refinement

in creating and presenting one or more dance compositions.

Basic performance skills demonstrated in either

individual or collaborative situations in the creation of dance performance.

Use of some basic performance or production

skills to communicate, with some level of

expression, to an audience.

Some competent use of language and

terminology relevant to the dance context.

Some basic communication in one or more forms.

Some description of dance works and practice in

context.

Some basic consideration, on occasions, of the relationships that interconnect in the process of

staging dance.

Some consideration of aspects of dance in context.

E Awareness of some basic dance technique and compositional devices used in dance creation

and performance.

Emerging recognition of the contribution that dance makes to the life of a community or

cultural group.

Emerging awareness of the aesthetic qualities within choreographed dance works.

Emerging awareness of the use of various forms

of technology in dance creation and production.

One or more basic technical skills, specific to a particular genre, demonstrated with limited

awareness of safe dance practice.

Attempted exploration of an idea or improvisation.

Limited evidence of planning, selection, and

awareness of the need for refinement in attempting to create or present a dance

composition.

One or more observations about a collaborative process with limited performance skills in

attempting the creation of dance performance.

Attempted use of basic performance or production skills, with limited expression, to

communicate to an audience.

Limited use of language and terminology relevant to the dance context.

Limited communication in one or more forms.

Identification of one or more dance works and practice in context.

Some recognition that relationships interconnect

in the process of staging dance.

Emerging awareness of aspects of dance in

context.

16

Stage 1 Drama


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Performance

(60%)

Presentation of Dramatic

Work – Process 30 A1

Practical and

Portfolio Ongoing


Work – Product 30 E1 Practical Task

Term 2,

Week 6

Folio (20%) Dramatic Theory Review

(Film) 10 B1 Written Analysis

Term 1,

Week 5

Analytical Journal 10 C1 Written Analysis Term 2,

Week 5

Investigation

and Presentation

(20%)

Individual Study Oral

Presentation 20 D1 Practical Task

Term 2,

Week 3


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Performance

(60%)


Work – Process 30 A1

Practical and

Portfolio Ongoing


Work – Product 30 E1 Practical Task

Term 3,

Week 2

Folio (20%) Dramatic Theory Review

(Theatre) 10 B1 Written Analysis

Term 3,

Week 7

Analytical Journal 10 C1 Written Analysis Term 4,

Week 1

Investigation

and Presentation

(20%)

Individual Oral

Presentation 20 D1 Practical Task

Term 3,

Week 10

17

Performance Standards for Stage 1 Drama

Knowledge and Understanding Application Analysis

A Broad and in-depth knowledge and understanding of practical

skills and techniques relevant to specific practitioners’ on-stage or off-stage roles.

Comprehensive knowledge and understanding of different

dramatic roles, their interdependence, and their impact on an audience.

In-depth understanding of the theories, skills, techniques, and

technologies of drama.

Focused and highly skilled selection and application of methods,

forms, and techniques related to on-stage roles and/or off-stage roles.

Insightful experimentation with, and exploration of, appropriate

creative methods and techniques to conceive, develop, create, interpret, and express dramatic works.

Focused, productive, and sustained collaborative and independent

work through a range of dramatic forms and processes as an on-stage or off-stage practitioner.

Highly effective communication of dramatic ideas to an audience

through a variety of forms and methods.

Perceptive investigation and analysis of the student’s own

dramatic works and the dramatic work of others.

Thoughtful, productive, and sustained integration of skills,

techniques, knowledge, and understanding related to on-stage or

off-stage roles.

Insightful analysis of, and reflective response to, dramatic works

and dramatic concepts.

Comprehensive analysis of the ideas, concepts, and intentions of a dramatic practitioner or source.

B Thorough knowledge and understanding of practical skills and techniques relevant to specific practitioners’ on-stage or off-stage

roles.

Detailed knowledge and a mostly clear understanding of different dramatic roles, their interdependence, and their impact on an

audience.

Some depth of understanding of the theories, skills, techniques, and technologies of drama.

Skilled and well-informed selection and application of methods, forms, and techniques related to on-stage roles and/or off-stage

roles.

Thoughtful experimentation with, and exploration of, appropriate creative methods and techniques to conceive, develop, create,

interpret, and express dramatic works.

Mostly productive, collaborative, and independent work through a range of dramatic forms and processes as an on-stage or off-

stage practitioner.

Effective communication of dramatic ideas to an audience through a variety of forms and methods.

Well-informed investigation and analysis of the student’s own dramatic works and the dramatic work of others.

Mostly thoughtful and productive integration of skills,

techniques, knowledge, and understanding related to on-stage or off-stage roles.

Well-informed analysis of, and reflective response to, dramatic

works and dramatic concepts.

Thoughtful analysis of the ideas, concepts, and intentions of a

dramatic practitioner or source.

C Knowledge and generally clear understanding of the key practical skills and techniques appropriate to specific practitioners’ on-

stage or off-stage roles.

Knowledge and generally clear understanding of different dramatic roles, their interdependence, and their impact on an

audience.

Informed understanding of the most essential theories, skills, techniques, and technologies of drama.

Informed selection and application of methods, forms, and techniques related to on-stage roles and/or off-stage roles.

Experimentation with, and exploration of, the essential creative

methods and techniques to conceive, develop, create, interpret, and express dramatic works.

Competent collaborative and independent work through a range

of dramatic forms and processes as an on-stage or off-stage practitioner.

Communication of dramatic ideas to an audience through a

variety of forms and methods.

Informed investigation and analysis of the student’s own dramatic works and the dramatic work of others.

Integration of the essential skills, techniques, knowledge, and

understanding related to on-stage or off-stage roles.

Informed analysis of, and reflective response to, dramatic works

and dramatic concepts.

Considered analysis of the ideas, concepts, and intentions of a dramatic practitioner or source.

D Knowledge of some basic practical skills and techniques relevant to specific practitioners’ on-stage or off-stage roles.

Some recognition and understanding of aspects of dramatic roles

and their impact on an audience.

Some awareness or knowledge of aspects of theories, skills,

techniques, or technologies of drama.

Recall and partial application of aspects of methods, forms, or techniques related to on-stage roles and/or off-stage roles.

Some basic experimentation with, or exploration of, aspects of

methods or techniques to conceive, develop, create, interpret, or express dramatic works.

Some basic collaborative and independent work as an on-stage or

off-stage practitioner.

Some disjointed description of aspects of dramatic ideas to an

audience.

Some consideration of the student’s own dramatic works and the dramatic work of others. Consideration tends towards description.

Partial integration of some basic skills, techniques, knowledge,

and understanding related to on-stage or off-stage roles.

Description of, or descriptive response to, dramatic works and

dramatic concepts.

Description and some attempted analysis of the ideas, concepts, and intentions of a dramatic practitioner or source.

E Limited knowledge of any practical skills or techniques related to

practitioners’ on-stage or off-stage roles.

Identification of one or more aspects of dramatic roles and their impact on an audience.

Identification of aspects of theories, skills, techniques, or

technologies of drama.

Attempted application of aspects of methods, forms, or

techniques that may be related to on-stage roles and/or off-stage

roles.

Attempted exploration of one or more aspects of a method or

technique related to dramatic works.

Limited collaborative or independent work as an on-stage or off-stage practitioner.

Attempted description of an aspect of one or more dramatic ideas

to an audience.

Brief or disjointed description of one or more dramatic works.

Attempted demonstration of one or more skills or techniques

related to an on-stage or off-stage role.

Limited description of, or descriptive response to, one or more

dramatic works or dramatic concepts.

Basic summary of one or more ideas or intentions of a dramatic practitioner or source.

18

Stage 1 Economics


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Production Possibility

Curve Task 25 A1 Written

Term 1,

Week 4

Market Analysis Task 25 B1 Written Term 1,

Week 9

Skills and

Application

Tasks (20%)


Week 5

Issues Study

(30%) Group Multi-Media Oral 30 D1

Oral

Presentation

Term 2,

Week 2


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%)

Investment Multipliers,

Credit Creation and the

Circular Flow

25 A1 Written Term 2,

Week 9

Assessing, Explaining and

Managing the Macro-

economy

25 B1 Written Term 3,

Week 4

Skills and

Application

Tasks (20%)


Week 2

Issues Study

(30%) Group Multi-Media Oral 30 D1

Oral

Presentation

Term 3,

Week 10

19

Performance Standards for Stage 1 Economics

Knowledge and Understanding Analysis and Evaluation Communication

A Comprehensive knowledge, clear understanding, and focused

application of economic concepts, principles, models, and skills.

Thorough and well-informed understanding of the effects of

economic interdependence on individuals, business, and

government locally, nationally, and globally.

Comprehensive understanding that economic decisions involve

costs and benefits.

Astute and logical analysis and evaluation of complex economic

issues and events (local, national, or global), using economic models and the skills of economic inquiry.

Highly accurate communication of appropriate and specific

economic concepts, principles, and models.

Consistent, clear, and appropriate use of a range of economic

terminology.

B Well-considered knowledge, and mostly clear understanding and

focused application, of economic concepts, principles, models, and skills.

Well-informed understanding of the effects of economic

interdependence on individuals, business, and government locally, nationally, and globally.

Well-informed understanding that economic decisions involve

costs and benefits.

Well-considered and logical analysis and evaluation of a variety

of economic events (local, national, or global), using economic models and the skills of economic inquiry.

Accurate communication of relevant economic concepts,

principles, and models.

Clear and appropriate use of economic terminology.

C Considered knowledge and understanding, and competent

application, of the key economic concepts, principles, models, and skills.

Informed understanding of the effects of economic

interdependence on individuals, business, and government locally, nationally, and globally.

Informed understanding that economic decisions involve costs

and benefits.

Considered analysis and evaluation of economic events (local,

national, or global), using economic models and the skills of economic inquiry.

Competent communication of some economic concepts,

principles, and models.

Appropriate use of economic terminology.

D Superficial understanding and partial application of some basic

economic concepts, principles, models, and skills.

Some recognition that there are effects of economic

interdependence on individuals, business, and government

locally, nationally, and globally.

Some awareness that economic decisions involve costs and

benefits.

Some consideration and description of one or more economic

events (local, national, or global), with the use of some skills of economic inquiry.

Communication of some basic economic concepts, principles,

and/or models.

Some appropriate use of economic terminology, with

inconsistencies.

E Identification and attempted application of one or more basic

economic concepts, principles, models, and skills.

Emerging recognition of the effects of economic interdependence

on individuals, business, and government locally, nationally, and

globally.

Limited recognition that economic decisions involve costs and

benefits.

Emerging consideration of one or more economic events (local,

national, or global), with limited use of few skills of economic inquiry.

Limited communication of one or more basic economic concepts,

principles, or models.

Attempted use of a few elements of economic terminology.

20

Stage 1 English Communications


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Text Analysis

(20%)

Text Response to Two

Questions – Of Mice and

Men

20 A1 Analytical

Response

Term 2,

Week 4

Text Production

(50%) Exposition (Exam) 25 B1 Exam Task

Term 2,

Week 5

War Poetry – Personal

Response Oral 25 C1 Oral

Term 1,

Week 6

Extended Study

(30%)

Extended Study Option 1

– Language Study 30 D1 Essay

Term 1,

Week 9


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Text Analysis

(20%)

Slumdog Millionaire –

Text Responses 20 C1

Analytical

Responses

Term 3,

Week 6

Text Production

(50%)

Autobiography Oral

(Multimodal) 25 A1 Multimodal

Term 3,

Week 10

Autobiographical Writing 25 B1 Exam Task Term 4,

Week 2

Extended Study

(30%)

Extended Study Option 2:

Connected Texts Study

(Advertising)

30 D1 Multimodal Term 3,

Week 2

21

Performance Standards for Stage 1 English

Knowledge and Understanding Analysis Application Communication

A Detailed knowledge and understanding of the

ideas, values, and beliefs in familiar and unfamiliar texts.

Knowledge and understanding of the ways in

which the creators and readers of familiar and unfamiliar texts use a range of language

techniques and conventions to make meaning.

Comprehensive knowledge and understanding of the ways in which familiar and unfamiliar

texts are composed for a range of purposes and

audiences.

Analysis of complex connections between

personal experiences, ideas, values, and beliefs, and those explored in familiar and unfamiliar

texts.

Perceptive analysis of a range of ways in which authors use language techniques to influence

opinions and decisions in familiar and

unfamiliar contexts.

Use of a range of sophisticated language skills

to analyse and solve simple and complex problems, and to demonstrate creativity.

Detailed and appropriate use of evidence from

texts to support conclusions, with textual references incorporated fluently in responses.

Location, recording, analysis, use, and synthesis

of knowledge relevant to familiar and unfamiliar contexts.

Fluent and precise writing and speaking.

Use of appropriate style and structure for a range of mainly unfamiliar audiences and for

varied purposes.

B Knowledge and understanding of some ideas, values, and beliefs in familiar, and some

unfamiliar, texts.

Knowledge and understanding of the ways in which the creators and readers of mainly

familiar texts use some language techniques and

conventions to make meaning.


which mainly familiar texts are composed for

some purposes and audiences.

Analysis of some complex connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar, and some

unfamiliar, texts.

Analysis of a range of ways in which authors

use language techniques to influence opinions

and decisions in familiar, and some unfamiliar, contexts.

Use of a range of language skills to solve simple and complex problems, and to demonstrate

creativity.

Use of evidence from texts to support conclusions, with textual references

incorporated in responses.

Location, recording, analysis, use, and occasional synthesis of knowledge relevant to

mostly familiar contexts.

Mostly fluent and precise writing and speaking.

Use of appropriate style and structure for a

range of mostly familiar audiences and

purposes.

C Knowledge and understanding of some simple

ideas, values, or beliefs in familiar texts (e.g. identifies relevant information from a range of

written texts).

Knowledge and understanding of a number of ways in which the creators and readers of a

narrow range of familiar texts use some

language techniques and conventions to make meaning (e.g. reads a range of texts, noting key

differences of presentation and layout).

Knowledge and understanding of the ways in which familiar texts are composed for familiar

purposes and audiences (e.g. identifies purpose

and audience of texts).

Analysis of simple connections between

personal experiences, ideas, values, and beliefs, and those explored in familiar texts (e.g.

explicitly connects new ideas/information with

own knowledge, using techniques such as anecdotes and analogies).

Descriptive analysis of a number of ways in

which authors use language techniques to influence opinions and decisions in familiar

contexts (e.g. recognises that the author selects

the structure of a text to serve a particular purpose).

Use of language skills to solve routine problems

in familiar contexts or to demonstrate creativity (e.g. writes a short formal letter, outlining

instructions for a particular purpose such as

closing a bank account).

Competent use of evidence from texts to support

conclusions (e.g. reads short, simple narrative of

choice and discusses how text reflects author’s opinion).

Location, recording, and occasional analysis and

use of knowledge relevant to a familiar context (e.g. reads and interprets diagrammatic/graphic

texts that are unambiguously presented).

Generally fluent and functional writing and

speaking.

Use of an appropriate style and structure for

familiar audiences and purposes (e.g. produces a

range of familiar text types, with appropriate structures; uses vocabulary with increasing

precision to show how words carry particular

shades of meaning).

D Identification of some simple ideas, values, or beliefs in some familiar texts.

Knowledge and understanding of some of the

ways in which the creators and readers of a narrow range of familiar texts use language

techniques and conventions to make simple or

factual meaning.

Knowledge of the ways in which familiar texts

are composed for personally relevant purposes

and familiar audiences.

Reference to simple connections between uncomplicated personal experiences, ideas,

values, and beliefs, and those explored in

familiar texts.

Reference to some ways in which authors of

familiar texts use language techniques to

influence opinions and decisions in familiar contexts.

Use of a restricted range of language skills to solve simple problems in familiar contexts or to

demonstrate some creativity.

Some use of evidence from familiar texts to support conclusions.

Location, recording, and use of factual

knowledge relevant to a familiar context.

A level of fluency in writing and speaking in personally relevant situations.


narrow range of familiar audiences and purposes.

E Identification of a simple idea in a highly

familiar text.

Knowledge and understanding of the way in

which a creator or reader of a highly familiar

text uses a language technique or convention to make factual meaning.

Knowledge of the ways in which highly familiar

texts are composed for personally relevant purposes and highly familiar audiences.

Recognition of a simple connection between a

straightforward personal experience, idea, value, or belief, and that explored in a highly familiar

text.

Reference to the way in which an author uses language techniques to influence opinions and

decisions in a highly familiar context.

Use of a restricted range of language skills to

solve simple problems in highly familiar contexts or to demonstrate creativity.

Some use of evidence from highly familiar texts

to support a simple conclusion.

Location, recording, or use of factual knowledge

relevant to a highly familiar context.

Beginning of development of fluent writing and

speaking in personally relevant situations.


narrow range of highly familiar audiences and

purposes.

22

Stage 1 English Studies


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Text Analysis

(50%) Text Response – Hamlet 25 A1 Essay

Term 1,

Week 7 / 8

Text Response – War

Poetry 25 B1 Essay

Term 2,

Week 3

Text Production

(25%) Narrative 25 C1 Multimodal

Term 1,

Week 3 / 4

Extended Study

(25%) Student Negotiated Study 25 D1 Multimodal

Term 2,

Week 1 / 2


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Text Analysis

(50%)

Text Response – One flew

over the Cuckoo’s Nest 25 A1 Essay

Term 3,

Week 6

Text Response – Paired

Texts Essay - Cuckoo’s

Nest & Dead Poets

Society

25 B1 Essay Term 3,

Week 9

Text Production

(20%)

Oral with ICT –

Expository 20 C1 Multimodal

Term 3,

Week 10

Extended Study

(30%)

Option 2: Connected Texts

Study 30 D1 Essay

Term 4,

Week 1

23

Performance Standards for Stage 1 English

Knowledge and Understanding Analysis Application Communication

A Detailed knowledge and understanding of the

ideas, values, and beliefs in familiar and unfamiliar texts.


which the creators and readers of familiar and unfamiliar texts use a range of language

techniques and conventions to make meaning.

Comprehensive knowledge and understanding of the ways in which familiar and unfamiliar

texts are composed for a range of purposes and

audiences.

Analysis of complex connections between

personal experiences, ideas, values, and beliefs, and those explored in familiar and unfamiliar

texts.

Perceptive analysis of a range of ways in which authors use language techniques to influence

opinions and decisions in familiar and


Use of a range of sophisticated language skills

to analyse and solve simple and complex problems, and to demonstrate creativity.

Detailed and appropriate use of evidence from

texts to support conclusions, with textual references incorporated fluently in responses.

Location, recording, analysis, use, and synthesis

of knowledge relevant to familiar and unfamiliar contexts.

Fluent and precise writing and speaking.

Use of appropriate style and structure for a range of mainly unfamiliar audiences and for

varied purposes.

B Knowledge and understanding of some ideas, values, and beliefs in familiar, and some

unfamiliar, texts.

Knowledge and understanding of the ways in which the creators and readers of mainly

familiar texts use some language techniques and



which mainly familiar texts are composed for

some purposes and audiences.

Analysis of some complex connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar, and some

unfamiliar, texts.

Analysis of a range of ways in which authors

use language techniques to influence opinions

and decisions in familiar, and some unfamiliar, contexts.

Use of a range of language skills to solve simple and complex problems, and to demonstrate

creativity.

Use of evidence from texts to support conclusions, with textual references

incorporated in responses.

Location, recording, analysis, use, and occasional synthesis of knowledge relevant to

mostly familiar contexts.

Mostly fluent and precise writing and speaking.


range of mostly familiar audiences and

purposes.

C Knowledge and understanding of some simple

ideas, values, or beliefs in familiar texts (e.g. identifies relevant information from a range of

written texts).

Knowledge and understanding of a number of ways in which the creators and readers of a

narrow range of familiar texts use some

language techniques and conventions to make meaning (e.g. reads a range of texts, noting key

differences of presentation and layout).

Knowledge and understanding of the ways in which familiar texts are composed for familiar

purposes and audiences (e.g. identifies purpose

and audience of texts).

Analysis of simple connections between

personal experiences, ideas, values, and beliefs, and those explored in familiar texts (e.g.

explicitly connects new ideas/information with

own knowledge, using techniques such as anecdotes and analogies).

Descriptive analysis of a number of ways in

which authors use language techniques to influence opinions and decisions in familiar

contexts (e.g. recognises that the author selects

the structure of a text to serve a particular purpose).

Use of language skills to solve routine problems

in familiar contexts or to demonstrate creativity (e.g. writes a short formal letter, outlining

instructions for a particular purpose such as

closing a bank account).

Competent use of evidence from texts to support

conclusions (e.g. reads short, simple narrative of

choice and discusses how text reflects author’s opinion).

Location, recording, and occasional analysis and

use of knowledge relevant to a familiar context (e.g. reads and interprets diagrammatic/graphic

texts that are unambiguously presented).

Generally fluent and functional writing and

speaking.

Use of an appropriate style and structure for

familiar audiences and purposes (e.g. produces a

range of familiar text types, with appropriate structures; uses vocabulary with increasing

precision to show how words carry particular

shades of meaning).

D Identification of some simple ideas, values, or beliefs in some familiar texts.

Knowledge and understanding of some of the

ways in which the creators and readers of a narrow range of familiar texts use language

techniques and conventions to make simple or

factual meaning.

Knowledge of the ways in which familiar texts

are composed for personally relevant purposes

and familiar audiences.

Reference to simple connections between uncomplicated personal experiences, ideas,

values, and beliefs, and those explored in

familiar texts.

Reference to some ways in which authors of

familiar texts use language techniques to

influence opinions and decisions in familiar contexts.

Use of a restricted range of language skills to solve simple problems in familiar contexts or to

demonstrate some creativity.

Some use of evidence from familiar texts to support conclusions.

Location, recording, and use of factual

knowledge relevant to a familiar context.

A level of fluency in writing and speaking in personally relevant situations.


narrow range of familiar audiences and purposes.

E Identification of a simple idea in a highly

familiar text.

Knowledge and understanding of the way in

which a creator or reader of a highly familiar

text uses a language technique or convention to make factual meaning.

Knowledge of the ways in which highly familiar

texts are composed for personally relevant purposes and highly familiar audiences.

Recognition of a simple connection between a

straightforward personal experience, idea, value, or belief, and that explored in a highly familiar

text.

Reference to the way in which an author uses language techniques to influence opinions and

decisions in a highly familiar context.

Use of a restricted range of language skills to

solve simple problems in highly familiar contexts or to demonstrate creativity.

Some use of evidence from highly familiar texts

to support a simple conclusion.

Location, recording, or use of factual knowledge

relevant to a highly familiar context.

Beginning of development of fluent writing and

speaking in personally relevant situations.


narrow range of highly familiar audiences and

purposes.

24

Stage 1 English Pathways


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Text Analysis

(50%)

Text Response – Slake’s

Limbo 25 D1 Written

Term 1,

Week 8

Analysis of Real Estate

Advertisements 25 C1 Multimodal

Term 2,

Week 5

Text Production

(50%) Narrative 25 A1 Written

Term 1,

Week 5

Exposition – Trifold

Brochure 25 B1 Written

Term 2,

Week 2


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Text Response

(50%)

Text Response – The Boy

in Striped Pyjamas 25 D1 Multimodal

Term 3,

Week 9

Analysis of Rap Songs 25 C1 Written Term 4,

Week 2

Text Production

(50%) Recount 25 A1 Written

Term 3,

Week 4

Freedom Writers’ Diary -

Diary Entries 25 B1 Written

Term 2,

Week 9

25

Performance Standards for Stage 1 English Pathways

Knowledge and Understanding Analysis Applications Communication

A Detailed knowledge and understanding

of the ideas, values, and beliefs in

familiar and unfamiliar texts.

Knowledge and understanding of the

ways in which the creators and readers

of familiar and unfamiliar texts use a

range of language techniques and


Comprehensive knowledge and

understanding of the ways in which

familiar and unfamiliar texts are

composed for a range of purposes and

audiences.

Analysis of complex connections

between personal experiences, ideas,

values, and beliefs, and those explored

in familiar and unfamiliar texts.

Perceptive analysis of a range of ways

in which authors use language

techniques to influence opinions and

decisions in familiar and unfamiliar

contexts.

Use of a range of sophisticated

language techniques to convey

thoughts and ideas in both familiar and


Use of sophisticated and appropriate

language skills to interact

cooperatively with other people and to

solve complex problems.

Fluent and precise writing and

speaking, using appropriate style and

structure for a range of mainly

unfamiliar audiences and contexts.

Appropriate use of language to

produce a range of texts for familiar

and unfamiliar purposes and

audiences.

B Knowledge and understanding of

some ideas, values, and beliefs in

familiar, and some unfamiliar, texts.


ways in which the creators and readers

of mainly familiar texts use some

language techniques and conventions

to make meaning.


ways in which mainly familiar texts

are composed for some purposes and

audiences.

Analysis of some complex

connections between personal

experiences, ideas, values, and beliefs,

and those explored in familiar, and

some unfamiliar, texts.

Analysis of a range of ways in which

authors use language techniques to

influence opinions and decisions in

familiar, and some unfamiliar,

contexts.

Use of a range of language techniques

to convey thoughts and ideas in

familiar, and some unfamiliar,

contexts.

Use of appropriate language skills to

interact with other people and to solve

some complex problems.

Mostly fluent and precise writing and

speaking, using appropriate style and

structure for a range of mostly familiar

audiences and contexts.


produce a range of texts for familiar,

and some unfamiliar, purposes and

audiences.

C Knowledge and understanding of

some simple ideas, values, or beliefs

in familiar texts (e.g. identifies

relevant information from a range of

written texts).

Knowledge and understanding of a

restricted number of ways in which the

creators and readers of a narrow range

of familiar texts use some language

techniques and conventions to make

meaning (e.g. reads a range of texts,

noting key differences of presentation

and layout).


ways in which familiar texts are

composed for familiar purposes and

audiences (e.g. identifies purpose and

audience of texts).

Analysis of simple connections

between personal experiences, ideas,

values, and beliefs, and those explored

in familiar texts (e.g. explicitly

connects new ideas/information with

own knowledge, using techniques

such as anecdotes and analogies).

Descriptive analysis of a number of

ways in which authors use language

techniques to influence opinions and

decisions in familiar contexts

(e.g. recognises that the author selects

the structure of a text to serve a

particular purpose).

Use of language techniques to convey

thoughts and ideas in mainly familiar

contexts (e.g. uses email for day-to-

day communication with work

colleague, teacher, friend).

Use of appropriate language skills to

interact with other people and to solve

problems (e.g. writes a short formal

letter, outlining instructions for a

particular purpose such as closing a

bank account).

Generally fluent and precise writing

and speaking, using appropriate style

and structure for familiar audiences

and contexts (e.g. produces a range of

familiar text types, with appropriate

structures; uses vocabulary with

increasing precision to show how

words carry particular shades of

meaning).


produce a narrow range of texts for

familiar and unfamiliar purposes and

audiences (e.g. uses introductory

phrases indicating that an opinion, or a

fact, is being offered).

D Identification of some simple ideas,

values, or beliefs in some familiar

texts.

Knowledge and understanding of

some of the ways in which the creators

and readers of a narrow range of

familiar texts use language techniques

and conventions to make simple or

factual meaning.

Knowledge of the ways in which

familiar texts are composed for

personally relevant purposes and

familiar audiences.

Reference to simple connections

between uncomplicated personal

experiences, ideas, values, and beliefs,

and those explored in familiar texts.

Reference to some ways in which

authors use language techniques to

influence opinions and decisions in

familiar contexts.

Use of a restricted range of language

techniques to convey thoughts and

ideas in familiar contexts.

Use of mainly appropriate language

skills to interact with other people and

to solve simple problems.

A level of fluency in writing and

speaking in personally relevant

situations, using appropriate style and

structure for a narrow range of

familiar audiences and contexts.

Occasionally appropriate use of

language to produce texts for familiar

purposes and audiences.

E Identification of an idea, a value, or a

belief in a highly familiar text.


way in which a creator or reader of a

highly familiar text uses a language

technique or a convention to make

factual meaning.

Knowledge of the ways in which

highly familiar texts are composed for

personally relevant purposes and

highly familiar audiences.

Recognition of a simple connection

between a straightforward personal

experience, idea, value, or belief, and

that explored in a highly familiar text.

Reference to the way in which an

author uses language techniques to

influence opinions and decisions in a

highly familiar context.

Use of a restricted range of language

techniques to convey thoughts in

highly familiar contexts.

Use of some appropriate language

skills to interact with other people and

to solve a simple problem.

Beginning of development of fluent

writing and speaking in personally

relevant situations, using appropriate

style and structure for a narrow range

of highly familiar audiences and

contexts.

Occasionally appropriate use of

language to produce texts for highly

familiar purposes and audiences.

26

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27

Stage 1 French


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Interaction

(20%) Conversation 20 A1 Oral

Term 1,

Week 10

Text Production

(20%) Description 20 B1 Written Task

Term 1,

Week 7

Text Analysis

(20%) Reading and Responding 20 C1 Written Task

Term 1,

Week 4

Investigation

(40%)

Oral Presentation with

PowerPoint 20 E1

Oral

Presentation

Term 2,

Week 4

Written Reflection in

English 20 D1 Written Task

Term 2,

Week 4


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Interaction

(20%) Conversation 20 A1 Oral

Term 3,

Week 8

Text Production

(20%) Description 20 B1 Written Task

Term 2,

Week 8

Text Analysis

(20%) Reading and Responding 20 C1 Written Task

Term 3,

Week 5

Investigation

(40%) Written Piece in French 20 D1 Written Task

Term 4,

Week 2

Oral Reflection 20 E1 Oral Term 4,

Week 2

28

Performance Standards for Stage 1 Locally Assessed Languages at Continuers Level

Ideas Expression Interpretation and Reflection

A Relevance

Responses are consistently relevant to context, purpose, audience, and topic.

Responses consistently convey the appropriate

detail, ideas, information, and opinions.

Responses successfully create the desired

impact and interest, and engage the audience.

Depth of Treatment of Ideas, Information, or Opinions

Depth and breadth in the treatment of ideas,

information, or opinions on familiar topics.

Effective elaboration of ideas and support of

opinions.

Comprehensive evidence of planning and preparation.

Capacity to Convey Information Accurately and

Appropriately

Familiar vocabulary and sentence structures are

used with a high degree of accuracy in familiar

contexts.

Some errors when trying to use more complex

structures, but errors do not usually impede

meaning.

Effective use of a range of cohesive devices to

connect ideas.

Expression consistently appropriate to the cultural and social context.

Fluent expression and effective use of intonation

and stress, with mostly accurate pronunciation.

Coherence in Structure and Sequence

Information and ideas are organised logically

and coherently.

Conventions of the text type are observed.

Capacity to Interact and Maintain a

Conversation

Interaction is sustained on familiar topics with

minimal input from the interlocutor. Interest and

enthusiasm for the topic of conversation are conveyed highly effectively.

Use of a number of communication strategies to

maintain interaction (e.g. using new vocabulary encountered during interaction, asking for

repetition, affirming, self-correcting).

Responses to open-ended questions on familiar topics are quick, confident, and fluent. There

may be some hesitation when dealing with

unfamiliar topics.

Interpretation of Meaning in Texts

Thoughtful interpretation of texts containing familiar and unfamiliar language and content on

a range of familiar topics.

Conclusions are drawn about purpose, audience, message (argument) of the text, and justified

with evidence from the text.

Concepts, perspectives, and ideas represented in the text are identified and explained with clarity

and insight.

Analysis of the Language in Texts

The functions of particular linguistic and

cultural features in the text are explained clearly.

Ways in which stylistic features used for effect in the text (e.g. register, tone, textual

features/organisation) are explained clearly.

Reflection

In-depth reflection on how cultures, values,

beliefs, practices, and ideas are represented or

expressed in texts.

Insightful reflection on own values, beliefs,

ideas, and practices in relation to those represented in texts.

Thoughtful reflection on own learning.

B Relevance

Responses are mostly relevant to context,

purpose, audience, and topic.

Responses mostly convey the appropriate detail,

ideas, information, and opinions.

Responses generally create the desired impact and interest, and engage the audience.

Depth of Treatment of Ideas, Information, or

Opinions

Breadth and some depth in the treatment of

ideas, information, or opinions on familiar

topics.

Generally effective elaboration of ideas, and

some support of opinions.

Sound planning and preparation.


Appropriately

Familiar vocabulary and sentence structures are used with a sound degree of accuracy in familiar

contexts.

Errors made when more complex structures are attempted may sometimes impede meaning.

Use of simple cohesive devices to link ideas.

Expression is mostly appropriate to the cultural and social context.

Some degree of fluency. Responses are hesitant

when dealing with unfamiliar contexts. Reasonably accurate pronunciation and

intonation.


Mostly coherent organisation of information and

ideas.

Most conventions of the text type are observed.


Conversation

Use of well-rehearsed language to maintain an interaction on familiar topics. Some reliance on

input from the interlocutor to maintain

interaction. Interest in the topic is conveyed effectively.


maintain interaction (e.g. responding to correction by the interlocutor, using prepared

phrases to indicate lack of comprehension and

ask for support).

Some fluency in responding to questions on

familiar topics. Occasional silences because of

lack of comprehension and time required to process more complex language.


Key ideas represented in texts containing

familiar language and familiar content are identified and explained.

Some conclusions are drawn about purpose,

audience, message (argument) of the text, and supported with some relevant examples from the

text.

Concepts, perspectives, and ideas represented in the text are generally identified and explained

with some clarity.


The functions of particular linguistic features in

the text are identified and described. Cultural

features in the text are recognised and described (e.g. idiom, rhetoric, expressions).

Stylistic features in the text are identified (e.g.

register, tone, textual features/organisation).

Reflection

Some depth in reflection on how cultures,

values, beliefs, practices, and ideas are represented or expressed in texts.

Some depth in reflection on own values, beliefs, practices, and ideas in relation to those

represented in texts.

Some depth in reflection on own learning.

29



C Relevance

Responses are generally relevant to the topic and purpose, with some relevance to context and

audience.

Responses generally convey simple ideas and opinions, with generally appropriate

information.

Responses generally create some interest and partly engage the audience.


Opinions

Some variety in the treatment of information

and simple ideas or opinions on familiar topics.

Simple sentences usually containing one idea are used with some effectiveness to convey

meaning and support an opinion.

Competent planning and preparation.


Appropriately

Use of familiar vocabulary and sentence

structures and well-rehearsed language to

convey meaning. Structure often based on word order derived from English when attempts are

made to elaborate.

Accuracy tends to be variable with some quite basic errors. Generally accurate when using

formulaic expressions and rehearsed patterns.

Often relies on one or two cohesive devices to link ideas.

Expression generally appropriate to the cultural

and social context.

Some hesitancy in responding. Pronunciation

and information are understandable.


Generally coherent organisation of information

and ideas.

Some of the conventions of the text type are observed (e.g. can use rehearsed salutations).


Conversation

Use of well-rehearsed language to maintain an

interaction by responding to simple questions on

familiar topics. Reliance on the interlocutor to take the lead and maintain interaction. Some

interest in the topic is conveyed.

Often relies on the interlocutor’s sentence patterns to respond. Partial understanding of

questions may lead to a response that is not

relevant.

Responses may be hesitant and fluency is often

confined to learnt material.


Identifies and explains some relevant information from texts on familiar topics

containing predictable and familiar language

structures.

Competent understanding of context, purpose,

and audience, supported with isolated examples

from the text.

Main concepts, ideas, and one or more

perspectives in the text are identified, with some

explanation.


Particular linguistic and cultural features of the

text are identified.

Particular stylistic features are identified.

Reflection

Some reflection on, with mostly description of, cultures, values, beliefs, practices, and ideas

represented or expressed in texts.

Some reflection on own values, beliefs, practices, and ideas in relation to those


Some reflection on learning experiences.

D Relevance

Responses partially relevant to the topic and

purpose.

Responses convey some basic information that may be appropriate.

Responses include one or more elements of

interest that may engage the audience.


Opinions

Some basic treatment of information or ideas relating to simple aspects of familiar topics.

Simple sentences are used with partial

effectiveness to convey an idea or opinion. Sentences may be short or incomplete.

Some planning and preparation.

Capacity to Convey Information Accurately and Appropriately

Reliance on learnt structures and formulaic

expressions to convey meaning. Learnt vocabulary and structures are recombined to

create simple sentences on very familiar topics.

The language produced contains frequent errors and only partially communicates what is

intended. Responses may resemble literal

translations from first language.

A cohesive device may be used, with some

effectiveness.

Expression occasionally appropriate to the cultural and social context.

Frequent hesitancy in responding. Pronunciation

may impede meaning.


Responses tend to be a series of loosely

connected sentences.

Inconsistent use of limited conventions of the

text type.

Capacity to Interact and Maintain a Conversation

Routine courtesy phrases and basic structures

are used to respond to simple questions on familiar topics. Interaction is maintained by

input from the interlocutor. Some interest in the

topic may be conveyed.

Utterances rarely consist of more than two or

three words and there are frequent pauses,

repetition, and inaccuracies.

Repetition, rephrasing of questions, and a

slowed rate of speech are required for

comprehension.


Keywords and some supporting detail are

identified in texts dealing with familiar

situations.

Some basic understanding of context, purpose,

and/or audience.

Identification of one or more concepts or ideas, with specific information in the text transcribed

rather than interpreted.


One or more basic linguistic and/or cultural

features of the text are identified.

One or more stylistic features are identified.

Reflection

One or more familiar aspects of cultures, values,

beliefs, ideas, or practices represented or expressed in texts are identified.

One or more of own values, beliefs, practices, or

ideas in relation to those represented in texts are described.

Learning experiences are recounted.

E Relevance

Responses have limited relevance to the topic and purpose.

Responses attempt to convey some basic

information, with limited appropriateness.

Responses attempt to include an element of

interest.


Attempted treatment of simple information

relating to one or more aspects of familiar topics.

Responses are brief and often rely on a keyword

to attempt to convey basic meaning.

Attempted planning or preparation.


Appropriately

Limited range of vocabulary and sentence

structures, with use of single words and set

formulaic expressions, to convey basic information relating to familiar topics.

High incidence of basic errors that impede

meaning, with evidence of the influence of syntax of English and/or other languages.

Attempted use of a cohesive device, with limited

effectiveness.

Relies heavily on the dictionary. Incorrect or

inappropriate selection of words impedes

meaning.

Limited appropriateness of expression.

Always or mostly hesitant in responding.

Pronunciation may still be strongly influenced by first or different language and impedes

meaning.


Responses are disjointed.

Attempted use of one or more conventions of

the text type.


Conversation

Relies on interlocutor to assist with

communication breakdowns to complete

sentences or to interpret intended meanings.

Mostly single words are used to respond.

Frequent misunderstandings of simple questions.

Frequent long pauses to process questions.


Isolated items of information are identified in texts on familiar topics containing simple

language.

Identification of a context, purpose, or audience.

Understanding of information is limited to

occasional isolated words (e.g. borrowed words,

high-frequency social conventions).


Attempted identification of a basic linguistic

feature of the text.

Attempted identification of a stylistic feature.

Reflection

One or more formulaic cultural expressions are identified.


ideas are identified.

Learning experiences are listed.

30

Stage 1 Geography


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Application

Tasks (25%)

Biophysical Examination 25 A1 Examination Term 1,

Week 8

Inquiry (25%) Mapping project that will

use GIS software 25 B1

Written and Oral

Report

Term 2,

Week 2

Fieldwork (25%) Globalisation in the

Supermarket 25 C1

Negotiated

Report

Term 2,

Week 5

Investigation

(25%) How many is too many? 25 D1

Negotiated

Report

Term 1,

Week 10


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Submission

Week

Skills and

Application

Tasks (25%)

People, Resources and

Development 25 A1 Written

Term 3,

Week 2

Inquiry (25%) GIS Mapping Project 25 B1 Written and Oral

Report

Term 3,

Week 5

Fieldwork (25%) Water Sustainability in

Alice Springs 25 C1

Negotiated

Report

Term 3,

Week 10

Investigation

(25%)

Natural Environments at

Risk 25 D1

Negotiated

Report

Term 2,

Week 8

31

Performance Standards for Stage 1 Geography

Knowledge and Understanding Application Analysis Reflection

A Comprehensive knowledge and understanding

of geographical concepts.

Comprehensive knowledge and understanding

of the economic, social, natural, and built

characteristics of the place(s) in which the student lives and other places with which the

student is linked.

Constructive and well-considered application of

a variety of geographical and inquiry skills, including the use of spatial technologies, to

identify and examine geographical features and

issues.

In-depth investigation of spatial patterns and

processes that operate in physical and human

environments.

Clear and coherent communication of relevant

geographical information, using highly

appropriate forms, terminology, and acknowledgment of sources.

Astute and well-informed analysis of the

interactions between, and interdependence of, people and environments at local, national,

and/or global levels.

Comprehensive analysis of information to determine a variety of outcomes and make

justifiable recommendations for improved

human and physical environments.

Insightful reflection on different social justice,

sustainability, and/or economic viewpoints with respect to identified geographical issues.

B Well-considered knowledge and informed

understanding of geographical concepts.

Well-considered knowledge and informed understanding of the economic, social, natural,

and built characteristics of the place(s) in which

the student lives and other places with which the student is linked.

Well-considered application of different

geographical and inquiry skills, including the

use of spatial technologies, to identify and examine geographical features and issues.

Some depth in investigation of spatial patterns

and processes that operate in physical and human environments.

Clear communication of relevant geographical

information, using appropriate forms, terminology, and acknowledgment of sources.

Well-informed analysis of the interactions

between, and interdependence of, people and

environments at local, national, and/or global levels.

Detailed and well-considered analysis of

information to determine different outcomes and make justifiable recommendations for human

and physical environments.

Well-considered reflection on different social

justice, sustainability, and/or economic

viewpoints with respect to identified geographical issues.

C Considered knowledge and informed understanding of geographical concepts.

Considered knowledge and informed

understanding of the economic, social, natural, and built characteristics of the place(s) in which

the student lives and other places with which the

student is linked.

Competent application of different geographical and inquiry skills, including the use of spatial

technologies, to identify and examine

geographical features and issues.

Considered investigation of spatial patterns and

processes that operate in physical and human

environments.

Competent communication of relevant

geographical information, using mostly

appropriate forms, terminology, and acknowledgment of sources.

Informed analysis of the interactions between, and interdependence of, people and

environments at local, national, and/or global

levels.

Considered analysis of information to determine

different outcomes and make recommendations

for human and physical environments.

Considered reflection on different social justice, sustainability, and/or economic viewpoints with

respect to identified geographical issues.

D Recognition and basic understanding of some

geographical concepts.

Basic awareness and some understanding of aspects of the economic, social, natural, and

built characteristics of the place(s) in which the

student lives and other places with which the student is linked.

Some basic application of a few different

geographical and inquiry skills, which may

include the use of spatial technologies.

Some endeavour to investigate one or more

spatial patterns and processes that operate in

physical and human environments.

Basic communication of some relevant

geographical information, using one or more

forms and some terminology that may be appropriate, and with limited acknowledgment

of sources.

Basic consideration and description of the

interactions between, and interdependence of,

people and environments at local, national, or global levels.

Superficial consideration of information to

describe possible outcomes and recommendations for human and physical

environments.

Superficial reflection that tends towards

description of different social justice,

sustainability, or economic viewpoints with respect to identified geographical issues.

E Identification of one or more geographical

concepts.

Emerging awareness of aspects of the economic, social, natural, and built characteristics of the

place(s) in which the student lives and/or other

places with which the student is linked.

Limited application of geographical or inquiry

skills.

Attempted investigation of a spatial pattern or process that operates in physical and human

environments.

Attempted communication of geographical information, with limited relevance,

appropriateness of form or terminology, or

acknowledgment of sources.

Brief or attempted description of the interactions

between, or interdependence of, people and

environments at local, national, or global levels.

Description of information that may be linked to

an outcome or recommendation for human and

physical environments.

Brief description of a social justice,

sustainability, or economic viewpoint with

respect to identified geographical issues.

32

Stage 1 History


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Historical Empathy Task 30 A1 Written Term 2,

Week 3


Week 5

Sources

Analysis (20%) Historical Event 20 B1 Supervised Task

Term 1,

Week 6

Investigation

(30%) Narrative Essay 30 C1 Written

Term 1,

Week 8


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Historical Empathy Task 30 A1 Written Term 3,

Week 6


Week 2

Sources

Analysis (20%) Historical Event 20 B1 Supervised Task

Term 3,

Week 3

Investigation

(30%) Narrative Essay 30 C1 Written

Term 3,

Week 10

33

Performance Standards for Stage 1 History

Knowledge and Understanding Inquiry and Analysis Reflection Communication

A Comprehensive and relevant explanation of how

particular societies in selected periods and places have been shaped by both internal and

external forces.

Insightful and well-informed identification and explanation of historical concepts.

Perceptive application of hypotheses and/or

focusing questions to guide historical inquiry.

Comprehensive and astute analysis and

evaluation of sources.

Well-informed and insightful understanding and

appreciation of the role of particular individuals and groups in history.

Well-structured and coherent communication of

well-informed and relevant arguments.

Consistent, clear, and appropriate use of subject-

specific language and conventions.

B Well-considered and relevant explanation of how particular societies in selected periods and

places have been shaped by both internal and external forces.

Well-informed identification and explanation of

historical concepts.

Well-considered application of hypotheses and/or focusing questions to guide historical

inquiry.

Well-considered analysis and evaluation of

sources.

Well-informed understanding and appreciation of the role of particular individuals and groups

in history, with some insight.

Structured and mostly coherent communication of informed and relevant arguments.

Clear and appropriate use of subject-specific language and conventions.

C Considered and relevant explanation of how

particular societies in selected periods and places have been shaped by both internal and

external forces.

Informed identification and explanation of historical concepts.

Competent application of hypotheses and/or

focusing questions to guide historical inquiry.

Considered analysis and evaluation of sources.

Informed understanding and appreciation of the

role of particular individuals and groups in history.

Generally coherent communication of informed

and relevant arguments.

Mostly appropriate use of subject-specific

language and conventions.

D Recognition and basic understanding of some aspects of how particular societies have been

shaped by both internal and external forces.

Basic awareness and some description of historical concepts.

Partial application of a hypothesis and/or focusing question to guide historical inquiry.

Superficial analysis of sources, tending towards

description.

Some awareness and recognition of the role of particular individuals and groups in history.

Basic communication of aspects of an argument.

Some appropriate use of subject-specific

language and conventions, with inaccuracies.

E Limited awareness of how particular societies

have been shaped by internal and external

forces.

Some descriptions of historical information.

Attempted application of a focusing question to

guide historical inquiry.

Description of one or more sources.

Emerging awareness of the role of one or more

individuals or groups in history.

Attempted communication of one or more

aspects of an argument.

Limited use of any appropriate subject-specific language and conventions.

34

Stage 1 Information Processing and Publishing


Assessment


Accelerus

Reference Task Completed

Type of

Assessment

Approximate

Term and

Week

Practical Skills

(50%)

Key Board Speed and

Accuracy 25 A1 Practical Task

Term 2,

Week 4

Advertising Flyer 25 B1 Practical Task Term 1,

Week 2

Product and

Documentation

(35%)

Government Intervention

Seminar Documents 35 C1 Written Task

Term 2,

Week 2

Issues Analysis

(15%)

Effect of Technologies on

Society 15 D1 Written Task

Term 1,

Week 7


Assessment


Accelerus


Type of

Assessment

Approximate

Term and

Week

Practical Skills

(50%)

Key Board Speed and

Accuracy 25 A1 Practical Task

Term 4,

Week 1

Mail Merge and Business

Logo 25 B1 Practical Task

Term 2,

Week 8

Product and

Documentation

(35%)

Celebrity Magazine 35 C1 Written Task Term 3,

Week 9

Issues Analysis

(15%)

Will Laptops or I Pads suit

our students or school 15 D1 Written Task

Term 3,

Week 2

35

Performance Standards for Stage 1 Information Processing and Publishing

Understanding Analysis and Evaluation Application

A Comprehensive understanding of the design process and layout

principles as they relate to text-based tasks.

Insightful and well-informed understanding of the impact of

social and/or ethical issues closely related to information-

processing and publishing technologies.

Perceptive and thorough evaluation of a text-based product and

the design process used.

Perceptive analysis and evaluation of the impact of social and/or

ethical issues related to information-processing and publishing

technologies.

Highly proficient application of appropriate hardware and

software in the completion of text-based communication tasks.

Highly effective application of manipulative skills appropriate to

the use of information-processing hardware and software.

Comprehensive application of the design process and layout principles appropriate to a text-based task.

Highly proficient application of acquired skills to produce text-

based information accurately.

B Well-informed understanding of the design process and layout principles as they relate to text-based tasks.

Well-informed understanding of the impact of social and/or

ethical issues related to information-processing and publishing technologies.

Well-considered evaluation of a text-based product and the design process used.

Well-considered analysis and evaluation of the impact of social

and/or ethical issues related to information-processing and publishing technologies.

Proficient application of appropriate hardware and software in the completion of text-based communication tasks.

Effective application of manipulative skills appropriate to the use

of information-processing hardware and software.

Well-considered application of the design process and layout

principles appropriate to a text-based task.

Proficient application of acquired skills to produce text-based information accurately.

C Informed understanding of the design process and layout

principles as they relate to text-based tasks.

Informed understanding of the impact of social and/or ethical issues related to information-processing and publishing

technologies.

Competent evaluation of a text-based product and the design

process used.

Considered analysis and evaluation of the impact of social and/or ethical issues related to information-processing and publishing

technologies.

Competent application of appropriate hardware and software in

the completion of text-based communication tasks.

Generally consistent application of manipulative skills appropriate to the use of information-processing hardware and

software.

Competent application of the design process and layout principles appropriate to a text-based task.

Competent application of acquired skills to produce text-based

information accurately.

D Some understanding of basic aspects of the design process and

layout principles as they relate to text-based tasks.

Some recognition of the impact of social and/or ethical issues

related to information-processing and publishing technologies.

Some basic assessment of a text-based product, with some

reference to the design process, using mostly description.

Recognition of aspects of the impact of social or ethical issues

related to information-processing and publishing technologies.

Application of some basic appropriate hardware and software in

undertaking text-based communication tasks.

Some application of basic manipulative skills appropriate to the

use of some information-processing hardware and software.

Some application of elements of the design process and layout principles appropriate to a text-based task.

Application of some acquired skills to produce some simple text-

based information with some inconsistencies.

E Identification of one or more aspects of the design process and layout principles as they relate to text-based tasks.

Emerging awareness of a social or ethical issue that may have

little relationship to information-processing and publishing technologies.

Attempted description of aspects of a text-based product, with limited reference to the design process.

Emerging awareness of one or more aspects of the impact of a

social or ethical issue related to information-processing and publishing technologies.

Limited application of basic hardware and software in attempting text-based communication tasks.

Limited application of simple manipulative skills in attempting to

use some information-processing hardware or software.

Attempted application of few elements of the design process and

layout principles appropriate to a text-based task.

Attempted application of one or more skills to produce elements of simple text-based information with limited accuracy.

36

Stage 1 Information Technology


Assessment


Accelerus


Type of

Assessment

Approximate

Term and

Week

Folio (20%) Journal Responses 20 D1 Written Task Term 2,

Week 4

Skills and

Application

Tasks (40%)

Multimedia Programming 20 C1 Practical Task Term 2,

Week 2

Application Programming 20 A1 Practical Task Term 1,

Week 6

Project (40%) Application Programming

Project 40 B1

Written and

Supervised Task

Term 1,

Week 10


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (40%) Journal Responses 20 D1 Written Task Term 4,

Week 1

Semester Examination 20 E1 Examination Term 4,

Week 2

Skills and

Application

Tasks (20%)

Relational Databases –

Part A 10 A1 Practical Task

Term 3,

Week 2

Relational Databases –

Part B 10 B1 Practical Task

Term 3,

Week 3

Project (40%) Relational Databases

Project 40 C1 Written Report

Term 3,

Week 6

37

Performance Standards for Stage 1 Information Technology

Knowledge and Understanding Analysis and Evaluation Development and Validation

A Highly effective use of appropriate communication methods and

tools to explain concepts.

Comprehensive explanation of the representation and transfer of

data in a computer-based system in a given context.

Insightful knowledge of ethical issues and social impacts arising from current and new technologies and systems.

Comprehensive understanding of design principles, techniques,

and tools.

Comprehensive knowledge of recommended practices and

techniques.

Comprehensive analysis of a current or proposed system to

identify appropriate data and processing needed to produce information.

Comprehensive evaluation of the effectiveness and efficiency of

a proposed or developed solution to a problem arising in a system.

Constructive and sustained discussion of the responsibilities of a

user or developer in a given context.

Insightful and focused analysis and discussion of the impact of

current and potential computer-based systems and technologies

on individuals, organisations, and communities.

Accurate proposal of an efficient and effective design to address

a problem arising in a system.

Consistently logical use of recommended practices and

techniques, knowledge, and skills, including the systems

development life cycle, to achieve a user-friendly outcome or solve a problem.

Highly skilled development of an efficient and effective user-

friendly system or outcome.

Highly skilled development of a well-considered validation plan

and evidence of accurate validation of the elements of a system.

B Effective use of appropriate communication methods and tools to explain concepts.

Well-considered explanation of the representation and transfer of

data in a computer-based system in a given context.

Well-considered knowledge of ethical issues and social impacts

arising from current and new technologies and systems.

Well-considered understanding of design principles, techniques, and tools.

Well-considered knowledge of recommended practices and

techniques.

Thoughtful analysis of a current or proposed system to identify appropriate data and processing needed to produce information.

Convincing evaluation of the effectiveness and efficiency of a

proposed or developed solution to a problem arising in a system.

Thoughtful discussion of the responsibilities of a user or

developer in a given context.

Focused analysis and discussion of the impact of current and potential computer-based systems and technologies on

individuals, organisations, and communities.

Well-considered proposal of an efficient and effective design to address a problem arising in a system.

Mostly logical use of recommended practices and techniques,

knowledge, and skills, including the systems development life cycle, to achieve a user-friendly outcome or solve a problem.

Skilled development of an efficient and effective user-friendly

system or outcome.

Skilled development of a considered validation plan and evidence

of validation of the elements of a system.

C Competent use of appropriate communication methods and tools

to explain concepts.

Considered explanation of the representation and transfer of data

in a computer-based system in a given context.

Considered knowledge of ethical issues and social impacts arising from current and new technologies and systems.

Considered understanding of design principles, techniques, and

tools.

Considered knowledge of recommended practices and

techniques.

Competent analysis of a current or proposed system to identify

appropriate data and processing needed to produce information.

Considered evaluation of the effectiveness and efficiency of a


Informed discussion of the responsibilities of a user or developer in a given context.

Competent analysis and discussion of the impact of current and

potential computer-based systems and technologies on individuals, organisations, and communities.

Considered proposal of a generally efficient and effective design

to address a problem arising in a system.

Considered use of recommended practices and techniques,

knowledge, and skills, including the systems development life

cycle, to achieve an outcome or solve a problem.

Competent development of an effective and user-friendly system

or outcome.

Competent development of a generally accurate validation plan and evidence of validation of the elements of the solution.

D Basic use of communication methods and tools to explain some

concepts.

Superficial explanation of the representation and transfer of data

in a computer-based system in a given context.

Recognition and some knowledge of aspects of ethical issues and social impacts arising from current and new technologies and

systems.

Attempted understanding of design principles, techniques, and tools.

Basic knowledge of some recommended practices and

techniques.

Partial analysis, tending towards description, of a current or

proposed system to identify some appropriate data and processing needed to produce information.

Some consideration and description of the effectiveness and/or

efficiency of a proposed or developed solution to a problem arising in a system.

Superficial discussion of some of the responsibilities of a user or


Some basic discussion of the impact of aspects of current and

potential computer-based systems and technologies on

individuals, organisations, or communities.

Partial proposal of a basic design to address a problem arising in

a system.

Attempted use of basic recommended practices or techniques,

knowledge, and skills to achieve an outcome.

Partial development of a basic system or outcome.

Partial development of a validation plan and attempt to provide

evidence of validation.

E Limited use of communication methods or tools to explain any

concepts.

Limited recognition of the representation and transfer of data in a

computer-based system in a given context.

Limited recognition and emerging knowledge of aspects of ethical issues and social impacts arising from current and new

technologies and systems.

Emerging understanding of aspects of design principles, techniques, or tools.

Limited knowledge of recommended practices and techniques.

Limited description of a current or proposed system to identify

some appropriate data and processing needed to produce information.

Attempted description of the effectiveness or efficiency of a


Limited discussion of some of the responsibilities of a user or


Emerging recognition of the impact of aspects of current or potential computer-based systems or technologies, on individuals,

organisations, or communities.

Limited proposal of a basic design that may be related to a

problem arising in a system.

Attempted use of aspects of practices or techniques, knowledge,

and skills to achieve an outcome.

Limited development of any elements of a basic system or outcome.

Emerging awareness of the need to plan to validate a system.

38

Stage 1 Integrated Learning


Assessment


Accelerus


Type of

Assessment

Approximate

Term and

Week

Practical (35%) Tour Guide Commentry 35 A1 Oral Term 2,

Week 3

Group Activity

(35%)

Hazard Identification and

Risk Assessment 35 B1 Written

Term 1,

Week 8

Folio and

Discussion

(30%)

Trade Fair Folio 30 C1 Discussion Term 2,

Week 5


Assessment


Accelerus


Type of

Assessment

Approximate

Term and

Week

Practical (35%) Travel Itinerary 35 A1 Written Term 3,

Week 2

Group Activity

(35%) Collaborative Eco Tour 35 B1 Portfolio

Term 3,

Week 8

Folio and

Discussion

(30%)

Written Communications

Folio 30 C1 Discussion

Term 4,

Week 2

39

Performance Standards for Stage 1 Integrated Learning

Application Investigation Communication and Collaboration Reflection Understanding

A Comprehensive development of

knowledge, concepts, and skills.

Thoughtful and consistent application

of knowledge, concepts, and skills for

a purpose.

Thorough and focused identification

and gathering of relevant information, using a variety of sources.

In-depth investigation of information,

ideas, and skills from more than one perspective

Sustained and productive

collaboration with others.

Clear and proactive communication

with others.

Constructive discussion of ideas and opinions.

In-depth reflection on the student’s

own learning and progress in learning.

Thorough, focused, and convincing

explanation of some of the connections between the program

focus and aspects of the capability in a

chosen key area of study.

In-depth understanding and

development of aspects of the

capability in a chosen key area of study.

B Focused development of knowledge,

concepts, and skills.

Well-considered application of knowledge, concepts, and skills for a

purpose.

Focused identification and gathering

of relevant information, using a

variety of sources.

Some depth in investigation of

information, ideas, and skills from

more than one perspective.

Purposeful collaboration with others.

Clear and often proactive

communication with others.

Thoughtful discussion of ideas and

opinions.

Some depth in reflection on the

student’s own learning and progress in

learning.

Detailed and convincing explanation

of some of the connections between

the program focus and aspects of the capability in a chosen key area of

study.

Well-considered understanding and development of aspects of the

capability in a chosen key area of

study.

C Competent development of knowledge, concepts, and skills.

Appropriate application of knowledge,

concepts, and skills for a purpose.

Competent identification and gathering of relevant information,

using a variety of sources.

Competent investigation of information, ideas, or skills from more

than one perspective.

Appropriate collaboration with others.

Competent and sometimes proactive

communication with others.

Considered discussion of ideas and opinions.

Considered reflection on the student’s own learning and progress in learning.

Mostly effective explanation of some of the connections between the

program focus and aspects of the

capability in a chosen key area of

study.

Considered understanding and

development of aspects of the capability in a chosen key area of

study.

D Partial development of knowledge,


Basic application of knowledge, concepts, and skills, with some

relationship to a purpose.

Identification and gathering of some

relevant information from more than

one source.

Investigation of aspects of

information, ideas, and/or skills.

Occasional collaboration with others.

Disjointed communication with

others.

Some description of ideas and/or

opinions.

Some acknowledgment of the

student’s own learning or progress in

learning.

Description of some of the

connections between the program

focus and aspects of the capability in a chosen key area of study.

Some awareness and development of

aspects of the capability in a chosen key area of study.

E Attempted development of knowledge,


Limited application of knowledge, concepts, and skills, with some

attempted link to a purpose.

Identification of information in one or

more source, which may have some

relevance.

Attempted identification of

information, ideas, or skills.

Some attempt to work collaboratively

with others.

Limited communication with others.

Brief description of an idea or

opinion.

Limited recognition of the student’s

own learning or progress in learning.

Identification of one or more

connections between the program

focus and aspects of the capability in a chosen key area of study.

Emerging awareness and limited

development of aspects of the capability in a chosen key area of

study.

40

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41

Stage 1 Japanese


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Interaction

(20%) Interview 20 A1 Oral

Term 1,

Week 8

Text Production

(20%) Short Story or Blog 20 B1

Written

Response

Term 2,

Week 5

Text Analysis

(20%)

Listening, Reading and

Responding 20 C1 Supervised Task

Term 2,

Week 4

Investigation

(40%)

Written Response in

Japanese 20 E1 Written Task

Term 2,

Week 2

Reflection in English 20 D1 Oral and Written

Report

Term 2,

Week 3


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Interaction

(20%) Interview 20 A1 Oral

Term 3,

Week 5

Text Production

(20%) Short Story or Blog 20 B1 Written Task

Term 4,

Week 2

Text Analysis

(20%)

Listening, Reading and

Responding 20 C1 Supervised Task

Term 3,

Week 10

Investigation

(40%)

Written Response in

Japanese 20 D1 Written Task

Term 3,

Week 7

Reflection in English 20 E1 Oral and Written

Task

Term 3,

Week 8

42



A Relevance

Responses are consistently relevant to context, purpose, audience, and topic.

Responses consistently convey the appropriate

detail, ideas, information, and opinions.

Responses successfully create the desired

impact and interest, and engage the audience.


Depth and breadth in the treatment of ideas,

information, or opinions on familiar topics.

Effective elaboration of ideas and support of

opinions.

Comprehensive evidence of planning and preparation.


Appropriately

Familiar vocabulary and sentence structures are

used with a high degree of accuracy in familiar

contexts.

Some errors when trying to use more complex

structures, but errors do not usually impede

meaning.

Effective use of a range of cohesive devices to

connect ideas.

Expression consistently appropriate to the cultural and social context.

Fluent expression and effective use of intonation

and stress, with mostly accurate pronunciation.


Information and ideas are organised logically

and coherently.

Conventions of the text type are observed.


Conversation

Interaction is sustained on familiar topics with

minimal input from the interlocutor. Interest and

enthusiasm for the topic of conversation are conveyed highly effectively.


maintain interaction (e.g. using new vocabulary encountered during interaction, asking for

repetition, affirming, self-correcting).

Responses to open-ended questions on familiar topics are quick, confident, and fluent. There

may be some hesitation when dealing with

unfamiliar topics.


Thoughtful interpretation of texts containing familiar and unfamiliar language and content on

a range of familiar topics.

Conclusions are drawn about purpose, audience, message (argument) of the text, and justified

with evidence from the text.

Concepts, perspectives, and ideas represented in the text are identified and explained with clarity

and insight.


The functions of particular linguistic and

cultural features in the text are explained clearly.

Ways in which stylistic features used for effect in the text (e.g. register, tone, textual

features/organisation) are explained clearly.

Reflection

In-depth reflection on how cultures, values,

beliefs, practices, and ideas are represented or

expressed in texts.

Insightful reflection on own values, beliefs,

ideas, and practices in relation to those represented in texts.

Thoughtful reflection on own learning.

B Relevance

Responses are mostly relevant to context,

purpose, audience, and topic.

Responses mostly convey the appropriate detail,

ideas, information, and opinions.

Responses generally create the desired impact and interest, and engage the audience.


Opinions

Breadth and some depth in the treatment of

ideas, information, or opinions on familiar

topics.

Generally effective elaboration of ideas, and

some support of opinions.

Sound planning and preparation.


Appropriately

Familiar vocabulary and sentence structures are used with a sound degree of accuracy in familiar

contexts.

Errors made when more complex structures are attempted may sometimes impede meaning.

Use of simple cohesive devices to link ideas.

Expression is mostly appropriate to the cultural and social context.

Some degree of fluency. Responses are hesitant

when dealing with unfamiliar contexts. Reasonably accurate pronunciation and

intonation.


Mostly coherent organisation of information and

ideas.

Most conventions of the text type are observed.


Conversation

Use of well-rehearsed language to maintain an interaction on familiar topics. Some reliance on

input from the interlocutor to maintain

interaction. Interest in the topic is conveyed effectively.


maintain interaction (e.g. responding to correction by the interlocutor, using prepared

phrases to indicate lack of comprehension and

ask for support).

Some fluency in responding to questions on

familiar topics. Occasional silences because of

lack of comprehension and time required to process more complex language.


Key ideas represented in texts containing

familiar language and familiar content are identified and explained.

Some conclusions are drawn about purpose,

audience, message (argument) of the text, and supported with some relevant examples from the

text.

Concepts, perspectives, and ideas represented in the text are generally identified and explained

with some clarity.


The functions of particular linguistic features in

the text are identified and described. Cultural

features in the text are recognised and described (e.g. idiom, rhetoric, expressions).

Stylistic features in the text are identified (e.g.

register, tone, textual features/organisation).

Reflection

Some depth in reflection on how cultures,

values, beliefs, practices, and ideas are represented or expressed in texts.

Some depth in reflection on own values, beliefs, practices, and ideas in relation to those


Some depth in reflection on own learning.

43



C Relevance

Responses are generally relevant to the topic and purpose, with some relevance to context and

audience.

Responses generally convey simple ideas and opinions, with generally appropriate

information.

Responses generally create some interest and partly engage the audience.


Opinions

Some variety in the treatment of information

and simple ideas or opinions on familiar topics.

Simple sentences usually containing one idea are used with some effectiveness to convey

meaning and support an opinion.

Competent planning and preparation.


Appropriately

Use of familiar vocabulary and sentence

structures and well-rehearsed language to

convey meaning. Structure often based on word order derived from English when attempts are

made to elaborate.

Accuracy tends to be variable with some quite basic errors. Generally accurate when using

formulaic expressions and rehearsed patterns.

Often relies on one or two cohesive devices to link ideas.

Expression generally appropriate to the cultural

and social context.

Some hesitancy in responding. Pronunciation

and information are understandable.


Generally coherent organisation of information

and ideas.

Some of the conventions of the text type are observed (e.g. can use rehearsed salutations).


Conversation

Use of well-rehearsed language to maintain an

interaction by responding to simple questions on

familiar topics. Reliance on the interlocutor to take the lead and maintain interaction. Some

interest in the topic is conveyed.

Often relies on the interlocutor’s sentence patterns to respond. Partial understanding of

questions may lead to a response that is not

relevant.

Responses may be hesitant and fluency is often

confined to learnt material.


Identifies and explains some relevant information from texts on familiar topics

containing predictable and familiar language

structures.

Competent understanding of context, purpose,

and audience, supported with isolated examples

from the text.

Main concepts, ideas, and one or more

perspectives in the text are identified, with some

explanation.


Particular linguistic and cultural features of the

text are identified.

Particular stylistic features are identified.

Reflection

Some reflection on, with mostly description of, cultures, values, beliefs, practices, and ideas

represented or expressed in texts.

Some reflection on own values, beliefs, practices, and ideas in relation to those


Some reflection on learning experiences.

D Relevance

Responses partially relevant to the topic and

purpose.

Responses convey some basic information that may be appropriate.

Responses include one or more elements of

interest that may engage the audience.


Opinions

Some basic treatment of information or ideas relating to simple aspects of familiar topics.

Simple sentences are used with partial

effectiveness to convey an idea or opinion. Sentences may be short or incomplete.

Some planning and preparation.

Capacity to Convey Information Accurately and Appropriately

Reliance on learnt structures and formulaic

expressions to convey meaning. Learnt vocabulary and structures are recombined to

create simple sentences on very familiar topics.

The language produced contains frequent errors and only partially communicates what is

intended. Responses may resemble literal

translations from first language.

A cohesive device may be used, with some

effectiveness.

Expression occasionally appropriate to the cultural and social context.

Frequent hesitancy in responding. Pronunciation

may impede meaning.


Responses tend to be a series of loosely

connected sentences.

Inconsistent use of limited conventions of the

text type.

Capacity to Interact and Maintain a Conversation

Routine courtesy phrases and basic structures

are used to respond to simple questions on familiar topics. Interaction is maintained by

input from the interlocutor. Some interest in the

topic may be conveyed.

Utterances rarely consist of more than two or

three words and there are frequent pauses,

repetition, and inaccuracies.

Repetition, rephrasing of questions, and a

slowed rate of speech are required for

comprehension.


Keywords and some supporting detail are

identified in texts dealing with familiar

situations.

Some basic understanding of context, purpose,

and/or audience.

Identification of one or more concepts or ideas, with specific information in the text transcribed

rather than interpreted.


One or more basic linguistic and/or cultural

features of the text are identified.

One or more stylistic features are identified.

Reflection

One or more familiar aspects of cultures, values,

beliefs, ideas, or practices represented or expressed in texts are identified.


ideas in relation to those represented in texts are described.

Learning experiences are recounted.

E Relevance

Responses have limited relevance to the topic and purpose.

Responses attempt to convey some basic

information, with limited appropriateness.

Responses attempt to include an element of

interest.


Attempted treatment of simple information

relating to one or more aspects of familiar topics.

Responses are brief and often rely on a keyword

to attempt to convey basic meaning.

Attempted planning or preparation.


Appropriately

Limited range of vocabulary and sentence

structures, with use of single words and set

formulaic expressions, to convey basic information relating to familiar topics.

High incidence of basic errors that impede

meaning, with evidence of the influence of syntax of English and/or other languages.

Attempted use of a cohesive device, with limited

effectiveness.

Relies heavily on the dictionary. Incorrect or

inappropriate selection of words impedes

meaning.

Limited appropriateness of expression.

Always or mostly hesitant in responding.

Pronunciation may still be strongly influenced by first or different language and impedes

meaning.


Responses are disjointed.

Attempted use of one or more conventions of

the text type.


Conversation

Relies on interlocutor to assist with

communication breakdowns to complete

sentences or to interpret intended meanings.

Mostly single words are used to respond.

Frequent misunderstandings of simple questions.

Frequent long pauses to process questions.


Isolated items of information are identified in texts on familiar topics containing simple

language.

Identification of a context, purpose, or audience.

Understanding of information is limited to

occasional isolated words (e.g. borrowed words,

high-frequency social conventions).


Attempted identification of a basic linguistic

feature of the text.

Attempted identification of a stylistic feature.

Reflection

One or more formulaic cultural expressions are identified.


ideas are identified.

Learning experiences are listed.

44

Stage 1 Legal Studies


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Class Test 20 A1 Supervised Task Term 1,

Week 5


Week 5

Issues Study

(25%) Issues Study 25 B1 Written Task

Term 1,

Week 10

Presentation

(25%)

Mock Parliament

Presentation 25 C1

Oral

Presentation

Term 2,

Week 3


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Class Test – covering

young people and the law. 20 A1 Written Task

Term 3,

Week 5


Week 2

Issues Study

(25%)

Independently researched

Legal Issue 25 B1 Written Task

Term 4,

Week 1

Presentation

(25%)

Oral Presentation (Mock

Trial) 25 C1 Oral

Term 3,

Week 9

45

Performance Standards for Stage 1 Legal Studies

Knowledge and Understanding Inquiry Evaluation Communication

A Comprehensive knowledge and perceptive

understanding of the legal rights and responsibilities of individuals and groups in

Australian society.

Comprehensive knowledge and perceptive understanding of different sources of law in the

Australian legal system.

Insightful understanding of the values inherent in the Australian legal system.

Perceptive recognition of ways in which the

Australian legal system responds to diverse groups in the community.

Comprehensive skills in accessing and using

information on aspects of the legal system.

Perceptive evaluation of issues or concepts

through discussion and illustration of opposing arguments to reach an informed conclusion.

Comprehensive and astute evaluation of the

nature and operation of aspects of the Australian legal system.

Consistently accurate and coherent

communication of highly informed observations and opinions, using a range of forms.

Identification and use of legal terminology,

indicating clear and appropriate understanding.

Consistent and appropriate acknowledgment of

a diverse range of sources.

B Detailed knowledge and well-considered

understanding of the legal rights and

responsibilities of individuals and groups in Australian society.

Detailed knowledge and well-considered

understanding of different sources of law in the Australian legal system.

Well-considered understanding of the values

inherent in the Australian legal system.

Thoughtful recognition of ways in which the

Australian legal system responds to diverse

groups in the community.

Considerable skills in accessing and using

information on aspects of the legal system.

Thoughtful evaluation of issues or concepts

through discussion and illustration of opposing

arguments to reach an informed conclusion.

Well-informed evaluation of the nature and

operation of aspects of the Australian legal

system.

Mostly accurate and coherent communication of

well-informed observations and opinions, using

a range of forms.

Identification and use of legal terminology,

indicating mostly clear and appropriate

understanding.

Mostly consistent and appropriate

acknowledgment of a range of sources.

C Appropriate knowledge and considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.

Appropriate knowledge and considered understanding of some sources of law in the Australian legal system.

Considered understanding of the values inherent in the Australian legal system.

Considered recognition of ways in which the Australian legal system responds to diverse groups in the community.

Competent skills in accessing and using information on aspects of the legal system.

Considered evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.

Informed evaluation of the nature and operation of aspects of the Australian legal system.

Generally accurate and coherent communication of informed observations and opinions, using different forms.

Identification and use of legal terminology, indicating mostly appropriate understanding.

Mostly appropriate acknowledgment of sources.

D Some recognition and awareness of the legal rights and responsibilities of individuals and groups in Australian society.

Some awareness of sources of law in the Australian legal system.

Some recognition of values inherent in the Australian legal system.

Some recognition of ways in which the Australian legal system responds to diverse groups in the community.

Some endeavour to access and use information relevant to aspects of the legal system.

Basic consideration of issues or concepts through discussion and description of some arguments.

Description, with attempted evaluation, of the nature and operation of aspects of the Australian legal system.

Some accuracy in communication of basic observations or opinions, in one or more forms.

Some identification and use of legal terminology, indicating awareness of the need for appropriate use.

Some inconsistent acknowledgment of sources.

E Emerging awareness of the legal rights and responsibilities of individuals and groups in Australian society.

Limited awareness of any sources of law in the Australian legal system.

Emerging recognition that there are values inherent in the Australian legal system.

Emerging awareness of one or more ways in which the Australian legal system responds to diverse groups in the community.

Limited skills in accessing and using information with any relevance to aspects of the legal system.

Some description of an issue or concept through observation of an argument.

Some brief description of the nature and/or operation of one or more aspects of the Australian legal system.

Limited accuracy in communication, with few observations or opinions in a selected form.

Attempted identification and use of examples of legal terminology, indicating limited awareness of the need for appropriate use.

Limited acknowledgment of sources.

46

Stage 1 Design and Technology – Material Products


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Materials

Application

Tasks (30%)

Wood Turning 15 A1 Practical Term 1,

Week 6

Machining 15 B1 Written Report Term 1,

Week 9

Folio (30%) Design Task 30 C1 Written Report Term 2,

Week 3

Product (40%) Major Construction 40 D1 Construction and

Report

Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Materials

Application

Tasks (30%)

Machining 15 A1 Practical Term 3,

Week 3

Steel Fabrication 15 B1 Practical Term 3,

Week 5

Folio (30%) Design Task 30 C1 Written Report Term 3,

Week 9

Product (40%) Major Construction 40 D1 Construction and

Report

Term 4,

Week 1

47

Performance Standards for Stage 1 Design and Technology

Investigating Planning Producing Evaluating

A Comprehensive and well-considered

identification of a need, problem, or challenge.

Creation and insightful validation of a clear and

well-considered initial design brief.

In-depth investigation into the functional characteristics and properties of existing

products, materials, processes, systems, and/or

production techniques.

Planned and thorough investigation into the

impact of technological practices, products, or

systems on individuals, society, and/or the environment.

Insightful use of relevant investigated

information to create individual design ideas for a product or system.

Thoughtful compilation of broad, varied, and

refined sketches, concept drawings, plans, and sequences for planned outcomes.

Polished use of technical language most relevant

to the context and purpose.

Broad and varied testing, modification, and

validation of ideas or procedures.

Highly proficient application of skills,

processes, procedures, and techniques to create a product or system to a chosen standard and

specification.

Sophisticated use of a variety of materials, components, techniques, and equipment to

create a product or system safely and accurately.

Development of sophisticated solutions to problems that arise during product or system

realisation.

Comprehensive evaluation of how well the

design brief requirements have been met.

Insightful and detailed evaluation of the

effectiveness of the product or system

realisation process.

Sophisticated and focused consideration of

possible modifications to improve ideas or

procedures.

Perceptive analysis of the impact of

technological practices, products, or systems on

individuals, society, and/or the environment.

B Clear and considered identification of a need,

problem, or challenge.

Well-considered creation and validation of an initial design brief.

Some depth of investigation into the functional

characteristics and properties of existing products, materials, processes, systems, and/or


Detailed investigation into the impact of technological practices, products, or systems on

individuals, society, and/or the environment.

Thoughtful use of relevant investigated

information to create individual design ideas for

a product or system.

Well-considered compilation of quality

sketches, concept drawings, plans, and

sequences for planned outcomes.

Capable use of technical language relevant to

the context and purpose.

Considered testing, modification, and validation of ideas or procedures.

Proficient application of skills, processes,

procedures, and techniques to create a product

or system to a chosen standard and specification.

Thorough use of different materials,

components, techniques, and equipment to create a product or system safely and mostly

accurately.

Development of thoughtful solutions to problems that arise during product or system

realisation.

Well-informed evaluation of how well the

design brief requirements have been met.

Well-considered and detailed evaluation of the effectiveness of the product or system


Thorough and focused consideration of possible modifications to improve ideas or procedures.

Well-considered analysis of the impact of

technological practices, products, or systems on individuals, society, and/or the environment.

C Considered identification of a need, problem, or

challenge.

Considered creation and validation of an initial design brief.

Informed investigation into the functional

characteristics and properties of existing products, materials, processes, systems, and/or


Generally competent investigation into the impact of technological practices, products, or

systems on individuals, society, and/or the

environment.

Use of relevant investigated information to

create individual design ideas for a product or

system.

Considered compilation of sketches, concept

drawings, plans, and sequences for planned

outcomes.

Competent use of technical language relevant to

the context and purpose.

Competent testing, modification, and validation of ideas or procedures.

Competent application of skills, processes,

procedures, and techniques to create a product

or system to a chosen standard and specification.

Appropriate use of materials, components,

techniques, and equipment to create a product or system safely and sometimes accurately.

Development of appropriate solutions to

problems that arise during product or system realisation.

Informed evaluation of how well the design

brief requirements have been met.

Considered evaluation of the effectiveness of the product or system realisation process.

Some focus in consideration of possible

modifications to improve ideas or procedures.

Considered analysis of some of the impacts of

technological practices, products, or systems on

individuals, society, and/or the environment, with mostly relevant detail.

D Partial identification of a need, problem, or challenge.

Development and some testing of a basic, or

perhaps incomplete, initial design brief.

Identification of a few of the functional

characteristics or properties of existing products,

materials, processes, systems, or production techniques.

Some accessing of information on the impact of

aspects of technological practices, products, or systems on individuals, society, or the

environment.

Some use of identified information to create one or more individual design ideas for a product or

system that may be only partially completed.

Some sketches, concept drawings, plans, and/or sequences for planned outcomes are completed.

Use of basic technical language with some

relevance to the context and purpose.

Some basic testing, modification, and validation

of aspects of one or more ideas or procedures.

Basic application of some skills in some processes, procedures, and techniques to create

part of a product or system to a basic standard

and specification.

Some use of basic materials, components,

techniques, or equipment to create part of a

product or system with some elements of safety and accuracy considered.

Some endeavour to solve problems that arise

during product or system realisation.

Some description of how well the design brief requirements have been met.

Some description of the effectiveness of the

product or system realisation process.

Some consideration of a possible modification

to improve ideas or procedures.

Identification and description of one or more impacts of technological practices, products, or

systems on individuals, society, or the

environment.

E Limited identification of a need, problem, or

challenge.

Attempted development and testing of a design brief.

Attempted identification of one or more

functional characteristics or properties of existing products, materials, processes, systems,

or production techniques.

Isolated and disjointed evidence of accessing information on the impact of an aspect of a

technological practice, product, or system on

individuals, society, or the environment.

Limited use of information to create an

individual design idea for a product or system

that may not be completed.

Compilation of one or more sketches, concept

drawings, plans, or sequences for planned

outcomes.

Limited use of technical language.

Recognition of the need for testing,

modification, and validation of ideas or procedures, with some limited attempts.

Limited application of emerging skills and/or

techniques to attempt to create part of a product

or system to a limited standard or specification.

Attempted use of one or more basic materials,

components, techniques, or equipment, with

limited consideration of safety procedures.

Some attempted description of problems that

arise during product or system realisation.

Identification of some aspects of the design brief

requirements that were attempted.

Identification of some aspects of the effectiveness of the product or system


Emerging recognition of the need for modification to improve ideas or procedures.

Emerging recognition of one or more impacts of

technological practices, products, or systems on individuals, society, or the environment.

48

Stage 1 Mathematical Applications


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (50%)

Earning and Spending

Test 20 A1 Topic Test

Term 1,

Week 6


Week 5

Folio (50%) Data In Context Project 25 C1 Written Task Term 2,

Week 4

Budgeting Directed

Investigation 25 B1 Written Task

Term 1,

Week 8


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (60%)

Saving and Borrowing

Test 30 A1 Topic Test

Term 3,

Week 5


Week 2

Folio (40%) Saving and Borrowing

Project 20 B1 Written Task

Term 3,

Week 2

Networks and Matrices

Directed Investigation 20 C1 Written Task

Term 3,

Week 8

49

Performance Standards for Stage 1 Mathematics

Mathematical Knowledge and Skills and Their Application Mathematical Modelling and

Problem-solving

Communication of Mathematical Information

A Comprehensive knowledge of content and understanding of concepts and relationships.

Appropriate selection and use of mathematical algorithms and

techniques (implemented electronically where appropriate) to find efficient solutions to complex questions.

Highly effective and accurate application of knowledge and skills

to answer questions set in applied and theoretical contexts.

Development and effective application of mathematical models.

Complete, concise, and accurate solutions to mathematical

problems set in applied and theoretical contexts.

Concise interpretation of the mathematical results in the context of the problem.

In-depth understanding of the reasonableness and possible

limitations of the interpreted results, and recognition of assumptions made.

Highly effective communication of mathematical ideas and reasoning to develop logical arguments.

Proficient and accurate use of appropriate notation,

representations, and terminology.

B Some depth of knowledge of content and understanding of

concepts and relationships.

Use of mathematical algorithms and techniques (implemented electronically where appropriate) to find some correct solutions

to complex questions.

Accurate application of knowledge and skills to answer questions set in applied and theoretical contexts.

Attempted development and appropriate application of

mathematical models.

Mostly accurate and complete solutions to mathematical problems set in applied and theoretical contexts.

Complete interpretation of the mathematical results in the context

of the problem.

Some depth of understanding of the reasonableness and possible

limitations of the interpreted results, and recognition of

assumptions made.

Effective communication of mathematical ideas and reasoning to

develop mostly logical arguments.

Mostly accurate use of appropriate notation, representations, and terminology.

C Generally competent knowledge of content and understanding of


Use of mathematical algorithms and techniques (implemented

electronically where appropriate) to find mostly correct solutions

to routine questions.

Generally accurate application of knowledge and skills to answer

questions set in applied and theoretical contexts.

Appropriate application of mathematical models.

Some accurate and generally complete solutions to mathematical


Generally appropriate interpretation of the mathematical results

in the context of the problem.

Some understanding of the reasonableness and possible

limitations of the interpreted results, and some recognition of

assumptions made.

Appropriate communication of mathematical ideas and reasoning

to develop some logical arguments.

Use of generally appropriate notation, representations, and

terminology, with some inaccuracies.

D Basic knowledge of content and some understanding of concepts

and relationships.

Some use of mathematical algorithms and techniques

(implemented electronically where appropriate) to find some

correct solutions to routine questions.

Sometimes accurate application of knowledge and skills to

answer questions set in applied or theoretical contexts.

Application of a mathematical model, with partial effectiveness.

Partly accurate and generally incomplete solutions to mathematical problems set in applied or theoretical contexts.

Attempted interpretation of the mathematical results in the

context of the problem.

Some awareness of the reasonableness and possible limitations of

the interpreted results.

Some appropriate communication of mathematical ideas and

reasoning.

Some attempt to use appropriate notation, representations, and

terminology, with occasional accuracy.

E Limited knowledge of content.

Attempted use of mathematical algorithms and techniques (implemented electronically where appropriate) to find limited


Attempted application of knowledge and skills to answer questions set in applied or theoretical contexts, with limited

effectiveness.

Attempted application of a basic mathematical model.

Limited accuracy in solutions to one or more mathematical problems set in applied or theoretical contexts.

Limited attempt at interpretation of the mathematical results in

the context of the problem.

Limited awareness of the reasonableness and possible limitations

of the results.

Attempted communication of emerging mathematical ideas and

reasoning.

Limited attempt to use appropriate notation, representations, or

terminology, and with limited accuracy.

50

Stage 1 Mathematical Studies


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (50%)

Coordinate Geometry

Topic Test 20 A1 Topic Test

Term 1,

Week 6


Week 5

Folio (50%) Quadratics and Other

Polynomials Investigation 25 B1 Written Report

Term 1,

Week 9

Trigonometry Project 25 C1 Written Report Term 2,

Week 4


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (60%)

Functions and Graphs


Term 3,

Week 7


Week 2

Folio (40%) Models of Growth

Investigation 20 B1 Written Report

Term 3,

Week 4

Statistics Project 20 C1 Written Report Term 3,

Week 10

51



Problem-solving

























of the problem.



assumptions made.


















assumptions made.






and relationships.













reasoning.







effectiveness.






of the results.


reasoning.



52

Stage 1 Music - Advanced


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills

Presentation

(30%)

Solo or Ensemble

Performance 30 A1 Performance

Term 1,

Week 8

Skills

Development

(50%)

Theory, Aural and

Harmony Test 20 B1 Supervised Task

Term 1,

Week 10

Semester Examination 30 C1 Examination Term 2,

Week 5

Folio (20%) Research Project 20 D1 Written Report Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills

Presentation

(30%)

Solo or Ensemble

Performance 30 A1 Performance

Term 3,

Week 6

Skills

Development

(50%)

Theory, Aural and

Harmony Test 20 B1 Supervised Task

Term 3,

Week 8

Semester Examination 30 C1 Examination Term 4,

Week 2

Folio (20%) Music Notation and

Arranging Task 20 D1 Written Report

Term 3,

Week 10

53

Performance Standards for Stage 1 Music

Practical Application Knowledge and Understanding Analysis and Reflection

A Highly proficient use of creative skills, techniques, and/or

processes.

Confident and highly effective demonstration of musicianship in

the development and/or presentation of creative works.

Communication of musical ideas in a comprehensive and highly effective manner.

Comprehensive and highly effective experimentation with, and

exploration and consideration of, creative techniques.

Highly proficient aural and visual identification of musical

elements, stylistic features, and the structure of selected musical

works.

In-depth knowledge and well-informed understanding of core

concepts, musical notation, and appropriate terminology.

Thorough knowledge of relevant technologies and processes.

Insightful and well-informed understanding of relevant social,

cultural, and historical contexts.

An insightful, focused, and well-informed approach to analysis

of, and reflection on, ideas about music.

Perceptive and well-informed reflection on, and recognition of,

music in context.

B Proficient use of creative skills, techniques, and/or processes.

Effective demonstration of musicianship in the development

and/or presentation of creative works.

Communication of musical ideas in a capable and effective manner.

Very capable and effective experimentation with, and exploration

and consideration of, creative techniques.

Proficient aural and visual identification of musical elements,

stylistic features, and the structure of selected musical works.

Detailed knowledge and well-informed understanding of core concepts, musical notation, and appropriate terminology.

Some depth in knowledge of relevant technologies and processes.

Well-informed understanding of relevant social, cultural, and historical contexts.

A well-considered and informed approach to analysis of, and reflection on, ideas about music.

Thoughtful and informed reflection on, and recognition of, music

in context.

C Generally competent use of creative skills, techniques, and/or

processes.

Generally competent demonstration of musicianship in the development and/or presentation of creative works.

Communication of musical ideas in a generally competent

manner.

Appropriate experimentation with, and exploration and

consideration of, creative techniques.

Generally competent aural and visual identification of musical elements, stylistic features, and the structure of selected musical

works.

Generally relevant knowledge and informed understanding of

core concepts, musical notation, and mostly appropriate

terminology.

Knowledge of some relevant technologies and processes.

Consideration and some understanding of relevant social,

cultural, and historical contexts.

Some consideration in planning and approaching an informed

analysis of, and reflection on, ideas about music.

Generally competent and informed reflection on, and recognition of, music in context.

D Inconsistent use of some creative skills, techniques, and/or

processes at a basic level.

Inconsistent demonstration of some aspects of musicianship in

the development and/or presentation of parts of one or more

creative works.

Partial communication of some musical ideas.

Some experimentation with, and consideration of, one or more

creative techniques.

Aural and/or visual identification of some musical elements,

and/or stylistic features, and/or aspects of the structure of selected

musical works.

Awareness and basic understanding of some core concepts, a

restricted range of musical notation, and some terminology that may be appropriate.

Awareness of one or more relevant technologies and processes.

Some consideration of one or more relevant social, cultural, and historical contexts.

Recognition and use of some elements of analysis that are

principally descriptive, with developing skills in reflection on ideas about music.

Awareness and basic consideration of some aspects of ideas

about music in context.

E Use of one or more creative skills, techniques, and/or processes

to a limited level.

Attempted demonstration of limited aspects of musicianship.

Attempted communication of one or more basic musical ideas.

Attempted consideration of one or more creative techniques, with little experimentation or exploration.

Aural and/or visual identification of one or more musical

elements.

Emerging recognition of one or more core concepts, and of a

restricted range of musical notation and terminology.

Emerging recognition of one or more relevant technologies and

processes.

Limited consideration of any relevant social, cultural, or historical contexts.

Attempted description of one or more musical ideas.

Emerging awareness of some aspects of music in context.

54

Stage 1 Numeracy for Work and Community Life


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (70%)

Saving and Borrowing

Test 25 A1 Supervised Task

Term 1,

Week 4

Data in Context Test 25 B1 Supervised Task Term 1,

Week 10

Media – Article Analysis 20 C1 Presentation Term 2,

Week 3

Folio (30%) Investigating Loans 30 D1 Project Term 1,

Week 6


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (70%)

Comparing Incomes –

Test 25 A1 Supervised Task

Term 2,

Week 9

Completing a Tax Return

and Tax Test 25 A2 Written Task

Term 3,

Week 5

Media – Article Analysis 20 A3 Presentation Term 4,

Week 2

Folio (30%) Completing a Budget 30 A4 Project Term 3,

Week 10

55

Performance Standards for Stage 1 Numeracy for Work and Community Life

Knowledge and Understanding Application Communication

A Knowledge and understanding of key mathematical

information in a range of familiar and unfamiliar

everyday contexts.

Knowledge and understanding of a range of

numeracy skills and strategies required to complete

tasks in familiar and unfamiliar everyday contexts.

Gathering, representation, analysis, and

interpretation of data with a high degree of accuracy

to find solutions to questions set in a variety of

everyday contexts.

Selection and application of a range of mathematical

concepts, processes, and strategies to find solutions

to a range of questions set in familiar and unfamiliar

contexts.

Discerning use of a range of technologies to access,

interpret, and communicate data and information

highly effectively.

Use of initiative in working effectively, individually

and/or in groups, to plan, organise, and carry out

tasks.

Effective use of notation and other appropriate

language and representations to communicate

mathematical processes and results coherently and

completely.

B Knowledge and understanding of key mathematical

information in a range of familiar and some

unfamiliar everyday contexts.

Knowledge and understanding of a range of

numeracy skills and strategies required to complete

tasks in familiar and some unfamiliar everyday

contexts.


interpretation of data with accuracy to find solutions

to questions set in a variety of everyday contexts.

Selection and application of appropriate

mathematical concepts, processes, and strategies to

find solutions to questions set in familiar and some


Use of a range of technologies to access, interpret,

and communicate data and information effectively.

Use of some initiative in working effectively,

individually and/or in groups, to plan, organise, and

carry out tasks.

Use of notation and other appropriate language and

representations to communicate mathematical

processes and results clearly and with some detail.

C Knowledge and understanding of simple

mathematical information in familiar everyday

contexts (e.g. comprehends familiar mathematical

information embedded in routine texts or stimuli).

Knowledge and understanding of some numeracy

skills and strategies required to complete tasks in

familiar everyday contexts (e.g. uses a combination

of ‘in-the-head’ methods, pen and paper, and

calculator or technological processes to solve

problems).


interpretation of data with some accuracy to find

solutions to questions set in a variety of everyday

contexts (e.g. interprets and uses whole numbers,

routine fractions, decimal fractions, and percentages

in a range of familiar or routine contexts).

Selection and application of some mathematical

concepts, processes, and strategies to find solutions

to questions set in routine and familiar contexts

(e.g. selects appropriate methods of solution from a

limited range of mathematical processes).

Use of technologies to access, interpret, and

communicate data and information with some

effectiveness (e.g. uses information and

communication technologies, with some

appreciation of the strengths and limitations of

different programs and applications in specific

contexts).

Use of effective work, undertaken individually

and/or in groups, to plan, organise, and carry out

tasks.

Use of familiar language and representations to

communicate mathematical processes and results

clearly (e.g. uses symbolism, graphs, and diagrams

relevant to the mathematical knowledge of the level

such as routine and familiar tables, graphs, and

maps; uses a combination of both informal and

formal written mathematical and general language

and representations to report processes and results).

D Location of some mathematical information in a

narrow range of highly familiar everyday contexts.

Some knowledge and understanding of a narrow

range of numeracy skills and strategies required to

complete a task or tasks in an everyday context.

Gathering and representation of data with some

accuracy to attempt to find solutions to questions set

in everyday contexts.

Selection and application of one or more

mathematical processes to find solutions to some

questions set in highly familiar contexts.

Use of one or more technologies to access or

communicate information.

Undertaking of some individual work and a limited

contribution to group work in carrying out tasks.

Use of a narrow range of notation and other basic

representations to communicate simple

mathematical processes, in mostly simplistic

language.

E Location of limited mathematical information in a

familiar everyday context.

Identification of a numeracy skill or strategy

required to complete an aspect of a task.

Gathering of limited data with some attempted

representation.

Use of a simple mathematical process to attempt to

find a solution to a question set in a highly familiar

context.

Use of one form of technology under supervision to

identify information.

Individual work with some assistance.

Use of one or more representations to communicate

an aspect of a mathematical process, with frequent

inaccuracies of notation and vocabulary.

56

Stage 1 Nutrition


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (50%)

Food Tests Design

Practical 25 A1 Practical Task

Term 1,

Week 7

Issues Analysis 25 B1

Negotiated Form

– Essay, Oral or

Multimedia

Term 2,

Week 3

Skills and

Application

Tasks (50%)

Macro and Micro

Nutrients 25 C1 Topic Test

Term 1,

Week 6

Nutrition Concepts 25 D1 Examination Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigations

Folio (50%) Issues Investigation 25 A1

Excursion &

Essay

Term 3,

Week 4

Practical Task 25 B1 Practical Task Term 3,

Week 8

Skills and

Applications

Tasks (50%)

Extended Writing Task 25 C1 Writing Task Term 3,

Week 1

Nutrition Concepts 25 D1 Examination Term 4,

Week 2

57

Performance Standards for Stage 1 Nutrition



nutrition investigation.



about nutrition and issues in nutrition from a range of sources.

Manipulates apparatus, equipment, and

technological tools carefully and highly effectively to implement well-organised, safe,

and ethical investigation procedures.





predictions.


Applies nutrition concepts and evidence from

investigations to suggest solutions to complex problems and to promote good health in new

and familiar contexts.

Uses appropriate nutrition terms and conventions highly effectively.


and focused individual and collaborative work skills.


knowledge and understanding of a range of nutrition concepts.

Uses knowledge of nutrition perceptively and

logically to understand and explain issues related to diet, lifestyle, culture, and health.


knowledge and understanding of nutrition in different contexts coherently and highly

effectively.

B Designs a well-considered and clear nutrition

investigation.


acknowledges information about nutrition and

issues in nutrition from different sources.

Manipulates apparatus, equipment, and

technological tools carefully and mostly

effectively to implement organised, safe, and ethical investigation procedures.







Applies nutrition concepts and evidence from

investigations to suggest solutions to problems and to promote good health in new and familiar

contexts.

Uses appropriate nutrition terms and conventions effectively.




knowledge and understanding of a range of nutrition concepts.

Uses knowledge of nutrition logically to

understand and explain issues related to diet, lifestyle, culture, and health.


knowledge and understanding of nutrition in different contexts coherently and effectively.

C Designs a considered and generally clear nutrition investigation.


appropriately acknowledges, information about nutrition and issues in nutrition from different

sources.

Manipulates apparatus, equipment, and technological tools generally carefully and

effectively to implement safe and ethical

investigation procedures.






some relevance.

Evaluates some procedures in nutrition and


appropriate.

Applies nutrition concepts and evidence from investigations to suggest some solutions to basic

problems and to promote good health in new or

familiar contexts.

Uses generally appropriate nutrition terms and

conventions, with some general effectiveness.


Demonstrates knowledge and understanding of a general range of nutrition concepts.

Uses knowledge of nutrition with some logic to

understand and explain one or more issues related to diet, lifestyle, culture, and health.


knowledge and understanding of nutrition in different contexts, with some general

effectiveness.

D Prepares the outline of a nutrition investigation.


more sources of information about nutrition or an issue in nutrition.

Uses apparatus, equipment, and technological

tools with inconsistent care and effectiveness and attempts to implement safe and ethical

investigation procedures.

Obtains, records, and displays findings of investigations, using conventions and formats

inconsistently, with occasional accuracy and

effectiveness.

Describes basic connections between some data

and concepts, and attempts to formulate a

conclusion and make a simple prediction that may be relevant.


that may be made.

Applies some evidence to describe some basic

problems and identify one or more simple

solutions, or to promote good health, in familiar contexts.

Attempts to use some nutrition terms and

conventions that may be appropriate.

Attempts individual work inconsistently, and

contributes superficially to aspects of

collaborative work.

Demonstrates some basic knowledge and partial

understanding of nutrition concepts.

Identifies and explains some nutrition information that is relevant to one or more

issues related to diet, lifestyle, culture, and

health.

Communicates basic information about nutrition

to others, using one or more formats.

E Identifies a simple procedure for a nutrition

investigation.

Identifies a source of information about

nutrition or an issue in nutrition.

Attempts to use apparatus, equipment, and technological tools with limited effectiveness or

attention to safe or ethical investigation

procedures.









identify a solution or promote good health in a familiar context.

Uses some nutrition terms or conventions.

Shows emerging skills in individual and collaborative work.


awareness of nutrition concepts.

Shows an emerging understanding of an issue

related to diet, lifestyle, culture, and health.

Attempts to communicate information about nutrition.

58

Stage 1 Outdoor Education – Leadership Camp

Year 11 - Semester 1 / 2

Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Practical (30%) Abseil 15 A1 Practical On Camp

Equipment Checklist 15 B1 Practical At The Start

of the Camp

Folio (40%) Observation – General

Skills 40 C1 Practical On Camp

Report (30%) Leadership Course

(Report) 30 D1 Negotiated Form

Term 3,

Week 5

59

Performance Standards for Stage 1 Outdoor Education

Practical Knowledge and Skills Participation and Responsibility Reflection and Evaluation Communication

A Constructive planning and preparation for

outdoor activities.

High level of proficiency in outdoor skills with

sustained risk and safety management in a

variety of familiar and unfamiliar contexts.

Critical and logical investigation of outdoor

issues.

Sustained and constructive collaboration with

others in conducting safe and effective outdoor journeys and activities.

Sustained, well-considered, and proactive

responsibility for contributing to positive outcomes.

Comprehensive and insightful reflection on

personal and group responsibilities in an outdoor journey.

Perceptive and well-informed reflection on

Indigenous or other cultural perspectives.

Astute and well-informed evaluation of

sustainable environmental practices.

Accurate and consistent use of appropriate

terminology.

Comprehensive documentation of planning and

implementation processes.

Coherent and detailed discussion of risk and safety management practices in complex

situations.

In-depth and well-informed explanation of environmental issues.

B Well-considered planning and preparation for

outdoor activities.

Consistent level of proficiency in outdoor skills and proficient risk and safety management in

familiar and unfamiliar contexts.

Logical investigation of outdoor issues.

Thoughtful collaboration with others in

conducting safe and effective outdoor journeys

and activities.

Well-considered and active responsibility for

contributing to positive outcomes.

Well-considered reflection on personal and

group responsibilities in an outdoor journey.

Thoughtful reflection on Indigenous or other cultural perspectives.

Well-informed evaluation of sustainable

environmental practices.

Mostly accurate use of appropriate terminology.

Thorough documentation of planning and


Detailed discussion of risk and safety

management practices in familiar and some

unfamiliar situations.

Thoughtful and well-informed explanation of


C Competent planning and preparation for outdoor

activities.

Competent outdoor skills and considered risk

and safety management in familiar and some


Appropriate investigation of outdoor issues.

Considered collaboration with others in

conducting safe and effective outdoor journeys

and activities.

Considered and generally active responsibility

for contributing to positive outcomes.

Considered reflection on personal and group

responsibilities in an outdoor journey.

Informed reflection on Indigenous or other

cultural perspectives.

Informed evaluation of sustainable


Competent use of appropriate terminology.

Appropriate documentation of planning and


Competent discussion of risk and safety

management practices in mostly familiar

situations.

Considered explanation of environmental issues.

D Some planning or preparation for outdoor activities.

Some demonstration of basic outdoor skills and

superficial risk and safety management practices in known situations.

Restricted investigation of outdoor issues.

Occasional collaboration with others in some situations.

Superficial consideration of responsibility for

contributing to positive outcomes.

Some consideration of personal or group responsibilities in an outdoor journey.

Elements of reflection on Indigenous or other

cultural perspectives.

Description of one or more sustainable


Basic and repetitive use of terminology.

Some appropriate documentation of planning or


Superficial discussion of aspects of risk and safety management practices in limited

situations.

Description of elements of one or more environmental issues.

E Limited planning or preparation for outdoor

activities.

Emerging outdoor skills and attempted risk and safety management practices in known

situations.

Limited investigation of outdoor issues.

Attempted collaboration with others.

Limited contribution to positive outcomes.

Recognition of the need for personal or group

responsibilities in an outdoor journey.

Attempted description of Indigenous or other cultural perspectives.

Recognition of one or more elements of

sustainable environmental practices.

Limited use of terminology.

Attempted documentation of planning or


Recognition of aspects of risk and safety

management practices.

Identification and attempted description of at least one environmental issue.

60

Stage 1 Personal Learning Plan


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Personal Capability

Portfolio 25 A1 Written Task

Term 1,

Week 6

Work Experience 25 B1 Practical and

Written Task

Term 1,

Week 10

Reflection

(50%)

Goals and Capabilities

Interview 25 C1

Oral

Presentation

Term 2,

Week 2

Review 25 D1 Negotiated Form Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Personal Capability

Portfolio 25 A1 Written Task

Term 3,

Week 6

Work Experience 25 B1 Practical and

Written Task

Term 3,

Week 10

Reflection

(50%)

Goals and Capabilities

Interview 25 C1

Oral

Presentation

Term 4,

Week 2

Review 25 D1 Negotiated Form Term 4,

Week 5

61

Performance Standards for Stage 1 Personal Learning Plan

Understanding the Capabilities Developing Personal and Learning Goals Reviewing the Learning

A Clearly explains understanding of

the selected capability or

capabilities, with insightful and detailed examples.

Clearly identifies personal and learning goals and purposefully explores them

in detail. Develops a range of effective strategies to achieve them.

Interacts purposefully with others, in developing and refining strategies.

Effectively develops the selected capability or capabilities relevant to

achieving his or her goals, in well-planned, insightful, and/or creative ways.

Clearly reviews personal and learning goals with insightful reflection on the

effectiveness of strategies to achieve them.

Reviews the development of the selected capability or capabilities, with insights into how this helps to achieve his or her goals.

B Explains understanding of the

selected capability or capabilities,

with some detailed examples.

Identifies personal and learning goals and explores them in some detail.

Develops some effective strategies to achieve them.

Generally interacts effectively with others, in developing and refining strategies.

Develops the selected capability or capabilities relevant to achieving his or her goals, in a way that is mostly effective, and generally organised or creative.

Reviews personal and learning goals, with some insights into the effectiveness

of strategies to achieve them.

Reviews the development of the selected capability or capabilities, with some ideas about how this helps to achieve his or her goals.

C Gives some explanation of what the selected capability or capabilities

are, with brief examples.

Identifies personal and learning goals and explores some aspects of these goals. Develops at least one effective strategy to achieve them.

Interacts with others, in developing and making some refinement to strategies.

Develops the selected capability or capabilities relevant to achieving his or her goals, in a way that has some effectiveness, and some organisation or

creativity.

Reviews personal and learning goals, with some reflection on the effectiveness of the strategy or strategies to achieve them.

Reviews the development of the selected capability or capabilities, with an

idea about how this helps to achieve his or her goals.

D Gives some basic description of the

selected capability or capabilities, with limited examples.

Identifies one or more personal or learning goals and locates some information

that may be relevant to the goal(s). Describes aspects of a possible strategy that may help to achieve the goal(s).

Interacts with others with limited effectiveness, to talk about possible

strategies.

Develops an aspect of the selected capability or capabilities, with partial

effectiveness. The relevance to the goal(s) may not be clear.

Describes one or more personal or learning goals with some recount of

learning in the subject.

Describes own participation in an activity to develop the selected capability or

capabilities, with a vague link to goals.

E Attempts to describe at least one

capability and give an example.

Identifies a personal or learning goal without any realistic strategies to achieve

it. Attempts to locate information that may be relevant to the goal.

Gives limited responses to questions from others about possible strategies.

Attempts to develop an aspect of the selected capability or capabilities, with

limited effectiveness or relevance to the goal.

Gives limited responses to questions about learning in the subject.

Gives limited responses to questions about own participation in an activity to

develop the selected capability or capabilities. Makes a superficial statement about a selected capability in attempting to identify a link to a goal.

62

Stage 1 Philosophy


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Community of Enquiry:

Critical Journal 25 A1 Journal

Term 2,

Week 2

Epistemology 25 B1 Essay Term 1,

Week 7

Issues Analysis

(25%) The Mind / Body Problem 25 C1 Essay

Term 2,

Week 4

Issues Study

(25%) Ethical Issues 25 D1 Oral

Term 1,

Week 9


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (50%) Community of Enquiry 25 A1 Journal Term 4,

Week 1

Rationalist v Empiricist

Epistemologies 25 B1 Oral

Term 3

Week 7

Issues Analysis

(25%) The Existence of God 25 C1 Essay

Term 4,

Week 2

Issues Study

(25%) Ethical Issues 25 D1 Written Task

Term 3

Week 9

63

Performance Standards for Stage 1 Philosophy

Knowledge and Understanding Reasoning Critical Analysis Communication

A Clear and perceptive identification and

understanding of philosophical issues,

and of philosophical positions on

issues.

In-depth understanding of the general

structure of a philosophical argument.

Incisive reasoning, and use of relevant

evidence, to support or contest

philosophical issues and positions.

Accurate differentiation between good

and bad arguments.

Consistently accurate and perceptive

analysis of strengths and weaknesses

of philosophical assumptions,

positions, and arguments.

Clear, coherent, and fluent

communication of philosophical issues

and positions, with conventions

consistently observed.

Accurate and consistent use of

relevant philosophical terminology,

with appropriate acknowledgment of

sources.

B Clear and thoughtful identification and


and of philosophical positions on

issues.

Well-informed understanding of the

general structure of a philosophical

argument.

Well-considered reasoning, and use of

mostly relevant evidence, to support or

contest philosophical issues and

positions.

Mostly accurate differentiation

between good and bad arguments.

Mostly accurate and well-considered

analysis of strengths and weaknesses

of philosophical assumptions,

positions, and arguments.

Clear and coherent communication of

philosophical issues and positions,

with conventions mostly observed.

Mostly accurate and appropriate use of

philosophical terminology, with

appropriate acknowledgment of

sources.

C Generally clear identification and


and of some philosophical positions

on issues.

Informed understanding of the general


Considered reasoning, and some use

of evidence, to support or contest

philosophical issues and positions.

Generally accurate differentiation


Considered analysis of some strengths

and weaknesses of philosophical

assumptions, positions, and

arguments.

Competent communication of

philosophical issues and positions,

with some conventions observed.

Generally appropriate use of

philosophical terminology, with

mostly appropriate acknowledgment

of sources.

D Some recognition of philosophical

issues, and awareness of a

philosophical position on an issue.

Recognition of some of the general


Superficial or inconsistent reasoning,

with some limited use of evidence, to

support or contest a philosophical

issue and/or position.

Some accuracy in differentiation


Some identification of one or more

strengths and/or weaknesses of a

philosophical assumption, position,

and/or argument.

Partial communication of aspects of a

philosophical issue and/or position.

Use of a limited range of appropriate

philosophical terminology, with some


E Limited recognition of what is

philosophical in an issue.

Recognition of a structural feature of a

philosophical argument.

Attempted consideration of a

philosophical issue or position.

Emerging recognition of some

differentiation between good and bad

arguments.

Identification of a strength or

weakness of a philosophical

assumption, position, or argument.

Attempted communication of an

aspect of a philosophical issue or

position.

Limited use of any philosophical

terminology, with limited


64

Stage 1 Physical Education


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Practical (50%) Volleyball 25 A1 Practical Term 1,

Week 8

Badminton 25 B1 Practical Term 2,

Week 5

Folio (50%) Energy Systems Lab 15 E1 Supervised Task Term 2,

Week 4

Issues Analysis 15 D1 Negotiated Form Term 2,

Week 1


Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Practical (50%) Soccer 25 A1 Practical Term 3,

Week 3

Basketball 25 B1 Practical Term 4,

Week 1

Folio (50%) Biomechanics Lab –

Technique Comparison 15 E1 Supervised Task

Term 3,

Week 2

Issues Analysis 15 D1 Negotiated Form Term 3,

Week 6


Week 2

65

Performance Standards for Stage 1 Physical Education

Knowledge and Understanding Practical Skills Application Initiative and Collaboration Analysis and Reflection

A Comprehensive knowledge and understanding

of the nature of physical activity.

Clear and accurate knowledge and

understanding of appropriate terminology.

A high level of proficiency in practical skills

and techniques in a variety of physical activities.

Accurate interpretation and highly effective

application of skills, specific concepts, ideas,

strategies, and techniques.

Constructive initiative and leadership in areas of

physical activity.

Proactive collaboration in team activities.

Insightful and proactive analysis of, and

reflection on, practical techniques and performance.

In-depth analysis of an issue related to physical

activity and clearly relevant to local, regional, national, or global communities.

Thorough and focused use of information from

different sources, with appropriate acknowledgment.

B Well-considered knowledge and understanding

of the nature of physical activity.

Mostly clear knowledge and understanding of appropriate terminology.

Proficiency in practical skills and techniques in

most physical activities.

Mostly clear interpretation and effective application of skills, specific concepts, ideas,


Capable initiative and leadership in areas of

physical activity.

Active collaboration in team activities.

Well-considered and mostly proactive analysis

of, and reflection on, practical techniques and

performance.

Well-considered analysis of an issue related to

physical activity and relevant to local, regional,

national, or global communities.

Mostly focused use of information from

different sources, with appropriate

acknowledgment.

C Considered knowledge and understanding of the

nature of physical activity.

Competent knowledge and understanding of

appropriate terminology.

Competent practical skills and techniques in

different physical activities.

Competent interpretation and generally effective

application of skills, specific concepts, ideas,


Some initiative and contribution to leadership in

areas of physical activity.

Appropriate collaboration in team activities.

Considered and sometimes proactive analysis

of, and reflection on, some aspects of practical techniques and performance.

Considered analysis of an issue related to

physical activity that has some relevance to local, regional, national, or global communities.

Competent use of information from different

sources, with appropriate acknowledgment.

D Some recognition and awareness of the nature of

physical activity.

Some recognition and understanding of basic

terminology that may be appropriate.

Inconsistent practical skills and techniques in

one or more physical activities.

Inconsistent interpretation and application of

skills, specific concepts, or ideas.

Occasional demonstration of initiative in areas

of physical activity, with support.

Occasional collaboration in team activities.

Consideration and description of some aspects

of practical techniques and performance.

Some consideration and description of an issue

related to physical activity, but with limited

relevance to local, regional, national, or global communities.

Some use of information from more than one source, with some attempted acknowledgment.

E Awareness of one or more aspects of the nature of physical activity.

Limited awareness of basic terminology that

may be appropriate.

Emerging practical skills and techniques in one or more physical activities.

Limited interpretation and application of skills,

specific concepts, or ideas.

Emerging recognition of the need for initiative.

Emerging collaborative skills in team activities.

Description of one or more aspects of practical techniques or performance.

Identification and some description of an issue

related to physical activity.

Attempted use of information from a source,

with limited acknowledgment.

66

Stage 1 Physics


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (50%)

Practical: Work and

Energy 25 A1 Practical Task

Term 2,

Week 3

Issues in Physics 25 B1 Negotiated Task Term 1,

Week 11

Skills and

Application

Tasks (50%)

Motion Test 20 C1 Topic Test Term 1,

Week 6


Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (50%) Practical: DC Motors 25 A1 Practical Task

Term 3,

Week 3

Issues in Physics 25 B1 Negotiated Task Term 3,

Week 6

Skills and

Application

Tasks (50%)

Electricity, Magnetism &

Gravity Test 20 C1 Topic Test

Term 3,

Week 8


Week 2

67

Performance Standards for Stage 1 Physics


A Designs a logical, coherent, and detailed physics

investigation.



about physics and issues in physics from a range of sources.



procedures.





predictions.


Applies physics concepts and evidence from


Uses appropriate physics terms, conventions,




skills.


knowledge and understanding of a range of physics concepts.

Uses knowledge of physics perceptively and

logically to understand and explain contemporary issues and applications.


knowledge and understanding of physics coherently and highly effectively.

B Designs a well-considered and clear physics

investigation.


acknowledges information about physics and

issues in physics from different sources.










Applies physics concepts and evidence from


Uses appropriate physics terms, conventions,





knowledge and understanding of a range of physics concepts.

Uses knowledge of physics logically to

understand and explain contemporary issues and applications.


knowledge and understanding of physics coherently and effectively.

C Designs a considered and generally clear physics investigation.


appropriately acknowledges, information about physics and issues in physics from different

sources.

Manipulates apparatus and technological tools generally carefully and effectively to implement


Obtains, records, and displays findings of investigations, using generally appropriate

conventions and formats with some errors but

generally accurately and effectively.



some relevance.

Evaluates some procedures in physics and


appropriate.

Applies physics concepts and evidence from investigations to suggest some solutions to basic


Uses generally appropriate physics terms, conventions, formulae, and equations, with



Demonstrates knowledge and understanding of a general range of physics concepts.

Uses knowledge of physics with some logic to

understand and explain one or more contemporary issues and applications.


knowledge and understanding of physics, with some general effectiveness.

D Prepares the outline of a physics investigation.


more sources of information about physics or an

issue in physics.


inconsistent care and effectiveness and attempts

to implement safe and ethical investigation procedures.


investigations, using conventions and formats inconsistently, with occasional accuracy and

effectiveness.



may be relevant.


that may be made.



Attempts to use some physics terms, conventions, formulae, and equations that may

be appropriate.


collaborative work.

Demonstrates some basic knowledge and partial understanding of physics concepts.

Identifies and explains some physics

information that is relevant to one or more contemporary issues and/or applications.



E Identifies a simple procedure for a physics

investigation.

Identifies a source of information about physics or an issue in physics.

Attempts to use apparatus and technological

tools with limited effectiveness or attention to safe or ethical investigation procedures.


information about an investigation, with limited accuracy or effectiveness.



Acknowledges the need for improvements in one or more procedures.



Uses some physics terms or formulae.


collaborative work.


awareness of physics concepts.

Shows an emerging understanding that some physics information is relevant to contemporary

issues or applications.

Attempts to communicate information about physics.

68

Stage 1 Psychology


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (50%)

Social Issues Investigation

(HPA) 25 C1 Negotiated Task

Term 1,

Week 9

Group Investigation

(Aggression) 25 B1 Written Report

Term 1,

Week 2

Skills and

Application

Tasks (50%)

Examination 25 A1 Supervised Task Term 2,

Week 5

Key Study/Theorist 25 D1 Negotiated Task Term 1,

Week 4


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Investigation

Folio (50%)

Social Issues Investigation

(Cognition) 25 A1 Negotiated Task

Term 3,

Week 3

Group Investigation

(Music and Memory) 25 B1 Written Report

Term 2,

Week 9

Skills and

Application

Tasks (50%)

Examination 25 C1 Supervised Task Term 4,

Week 2

Case Study (Brain and

Behaviour) 25 D1 Negotiated Task

Term 2,

Week 8

69

Performance Standards for Stage 1 Psychology


A Develops a logical, coherent, and detailed

psychology investigation proposal.



about psychology and issues in psychology from a range of sources.

Clearly understands and consistently uses well-

organised, ethical research practices.


investigations, using appropriate conventions


Uses perceptive and thorough analytical skills to

examine the behaviour of individuals and groups of people in different contexts.

Logically evaluates procedures and suggests a

range of appropriate improvements.

Systematically analyses and evaluates

psychological evidence to formulate logical and

highly relevant conclusions.

Applies psychological concepts and evidence

from investigations to suggest solutions to complex problems in new and familiar contexts.

Uses appropriate psychological terms highly

effectively.



skills.


knowledge and understanding of a range of psychological concepts and ethical

considerations.

Uses knowledge of psychology perceptively and logically to understand and explain behaviours.


knowledge and understanding of psychology in different contexts coherently and highly

effectively.

B Develops a well-considered and clear psychology investigation proposal.


acknowledges information about psychology and issues in psychology from different sources.

Understands and consistently uses ethical

research practices.


investigations, using appropriate conventions

and formats mostly accurately and effectively.

Uses clear and well-organised analytical skills to examine the behaviour of individuals and

groups of people in different contexts.

Evaluates procedures and suggests some appropriate improvements.

Uses mostly logical analysis and evaluation of

psychological evidence to formulate consistent and relevant conclusions.

Applies psychological concepts and evidence from investigations to suggest solutions to

problems in new and familiar contexts.

Uses appropriate psychological terms effectively.



Demonstrates some depth and breadth of knowledge and understanding of a range of

psychological concepts and ethical

considerations.

Uses knowledge of psychology logically to

understand and explain behaviours.

Uses a variety of formats to communicate knowledge and understanding of psychology in

different contexts coherently and effectively.

C Develops a considered and generally clear

psychology investigation proposal.


appropriately acknowledges, information about

psychology and issues in psychology from different sources.

Generally understands and uses ethical research

practices.




Uses generally organised analytical skills to

examine the behaviour of individuals and groups of people in different contexts.

Evaluates some procedures in psychology and

suggests some improvements that are generally appropriate.

Analyses and evaluates psychological evidence

to formulate simple and generally relevant conclusions.

Applies psychological concepts and evidence

from investigations to suggest some solutions to basic problems in new or familiar contexts.

Uses generally appropriate psychological terms,

with some general effectiveness.

Applies generally constructive individual and

collaborative work skills.

Demonstrates knowledge and understanding of a

general range of psychological concepts and ethical considerations.

Uses knowledge of psychology with some logic

to understand and explain behaviours.


knowledge and understanding of psychology in

different contexts with some general effectiveness.

D Prepares the outline of a psychology

investigation proposal.

Selects and may partly acknowledge one or more sources of information about psychology

or an issue in psychology.

Identifies and attempts to use some ethical research practices.


investigations, using conventions and formats inconsistently, with occasional accuracy and

effectiveness.

Describes basic behaviour of individuals and

groups of people in different contexts.

For some procedures, identifies improvements that may be made.

Attempts to extract meaning from psychological

evidence and to formulate a simple conclusion that may be relevant.

Applies some evidence to describe some basic

problems and identify one or more simple


Attempts to use some psychological terms that

may be appropriate.


collaborative work.

Demonstrates some basic knowledge and partial

understanding of psychological concepts and

ethical considerations.

Identifies and explains some psychological

information that is relevant to understanding and

explaining behaviours.

Communicates basic information about

psychology to others, using one or more

formats.

E Identifies a simple psychology investigation

proposal.

Identifies a source of information about psychology or an issue in psychology.

Pays limited attention to ethical research

practices.




Acknowledges that individuals and groups of

people may behave differently in different

contexts.



Attempts to organise some limited evidence.



Uses some psychological terms.


collaborative work.


awareness of psychological concepts and ethical

considerations.


psychological information is relevant to

explaining behaviours.


psychology.

70

Stage 1 Specialist Mathematics


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (50%)

Periodic Phenomena


Term 1,

Week 6


Week 5

Folio (50%) Planar Geometry

Investigation 25 C1 Written Report

Term 2,

Week 2

Periodic Phenomena

Project 25 B1 Written Report

Term 1,

Week 10


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Skills and

Applications

Tasks (60%)

Planar Geometry

(Vectors) Topic Test 30 A1 Topic Test

Term 3,

Week 10


Week 2

Folio (40%) Planar Geometry

(Vectors) Investigation 20 C1 Written Report

Term 3,

Week 10

Quadratics and Other

Polynomials (Complex

Roots) Project

20 B1 Written Report Term 3,

Week 4

71



Problem-solving

























of the problem.



assumptions made.


















assumptions made.






and relationships.













reasoning.







effectiveness.






of the results.


reasoning.



72

Stage 1 Visual Arts


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (30%) Set of 6 Tasks “Changes” 30 A1 Visual &

Written

Term 1,

Week 9

Practical (30%) Major Work – Changes 30 B1 Practical Term 1,

Week 8

Visual Study

(40%)

Art Deco – (1920s,

interwar years – before

and after)

40 C1 Written and

Visual Response

Term 2,

Week 5


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (30%) Back Up Diary to Major

Work 30 A1

Visual &

Written

Term 3,

Week 8

Practical (30%) Major Work – “Organic” 30 B1 Practical Term 3,

Week 9

Visual Study

(40%) Cubism 40 C1

Written and

Visual Response

Term 4,

Week 2

73

Performance Standards for Stage 1 Visual Arts

Practical Application Knowledge and Understanding Analysis and Response

A Coherent and well-considered conceptualisation and development

of imaginative or personally relevant visual ideas.

Comprehensive exploration to acquire technical skills and use

media, materials, and technologies.

Reflective and thorough documentation of creative visual thinking and/or problem-solving processes.

Effective application of technical skills and sensitive use of

media, materials, and technologies to communicate visual ideas in resolved work(s) of art or design.

In-depth knowledge of selected core visual arts concepts, forms,

styles, and conventions.

In-depth knowledge and understanding of visual arts in different

cultural, social, and/or historical contexts.

Discerning understanding of aesthetic or functional qualities in works of art or design.

Productive and well-considered research, including locating and

appropriately acknowledging sources, exploring, experimenting, and developing perceptive and clear insights into a range of

aspects of the visual arts.

Perceptive analysis and interpretation of a variety of works of art

or design from different contexts.

Clear and consistent use of visual arts language to interpret and

respond to works and their contexts.

Insightful evaluation of own practical work.

B Well-considered conceptualisation and development of

imaginative or personally relevant visual ideas.

Thorough exploration to acquire technical skills and use media,

materials, and technologies.

Thoughtful documentation of creative visual thinking and/or problem-solving processes.

Mostly effective application of technical skills, and some

sensitive use of media, materials, and technologies to communicate visual ideas in resolved work(s) of art or design.

Some depth of knowledge of selected core visual arts concepts,

forms, styles, and conventions.

Some depth of knowledge and understanding of visual arts in

different cultural, social, and/or historical contexts.

Clear understanding of aesthetic or functional qualities in works of art or design.

Well-considered research, including locating and appropriately

acknowledging sources, exploring, experimenting, and developing mostly clear insights into different aspects of the

visual arts.

Thoughtful analysis and interpretation of works of art or design

from different contexts.

Mostly clear and consistent use of visual arts language to

interpret and respond to works and their contexts.

Well-considered evaluation of own practical work.

C Considered conceptualisation and development of imaginative or

personally relevant visual ideas.

Competent exploration to acquire technical skills and use media, materials, and technologies.

Appropriate documentation of creative visual thinking and/or

problem-solving processes.

Competent application of some technical skills with media,

materials, and technologies to communicate visual ideas in

resolved work(s) of art or design.

Knowledge of selected core visual arts concepts, forms, styles,

and conventions usually demonstrated in practical work.

Appropriate knowledge and mostly clear understanding of visual arts in different cultural, social, and/or historical contexts.

Appropriate understanding of aesthetic or functional qualities in

works of art or design.

Considered research, including locating and appropriately

acknowledging sources, exploring, experimenting, and

developing some insights into different aspects of the visual arts.

Considered analysis and interpretation of two or more works of

art or design from different contexts.

Generally clear use of visual arts language to interpret and respond to works and their contexts.

Considered evaluation of own practical work.

D Elements of conceptualisation and some development of visual

ideas.

Some exploration of media, materials, or technologies.

Partial documentation of creative visual thinking or problem-solving processes.

Partial application of technical skills in developing works of art

or design.

Some basic knowledge of selected core visual arts concepts,

forms, styles, and conventions.

Recognition of one or more elements of visual arts in a cultural,

social, or historical context.

Some recognition of aesthetic or functional qualities in works of

art or design.

Some basic research, including locating one or more sources, with attempted acknowledgment, exploring, and experimenting.

Some basic consideration of at least one work of art or design,

with superficial reference to their context.

Occasional use of visual arts language.

Some description and consideration of own practical work.

E Emerging skills in the conceptualisation and development of visual ideas.

Some attempted exploration of media, materials, or technologies.

Limited documentation of creative thinking or problem-solving.

Attempted application of technical skills to develop a work of art

or design.

Some recognition of selected core visual arts concepts, forms, or styles.

Limited understanding of a visual arts context.

Emerging awareness of the need to understand aesthetic or

functional qualities in works of art or design.

Attempted engagement in a directed research process.

Emerging awareness of connections between works of art or design and their contexts.

Emerging use of visual arts language.

Some description of own practical work.

74

Stage 1 Workplace Practices


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (40%) Future Trends in Work 20 A1 Report / Oral Term 1,

Week 5

Worker’s Rights and

Responsibilities 20 B1 Report / Oral

Term 2,

Week 2

Performance

(30%)

Vocational Learning /

VET Performance and

Portfolio

30 C1 Observation &

Performance

Term 2,

Week 4

Reflection

(30%) Workplace Reflection 30 D1 Report / Oral

Term 1,

Week 10


Assessment


Accelerus

Reference

Task

Completed

Type of

Assessment

Approximate

Term and

Week

Folio (40%) Career Planning 20 A1 Report / Oral Term 3,

Week 2

Negotiated Topic –

Enterprising People 20 B1 Report / Oral

Term 3,

Week 7

Performance

(30%) Workplace Learning 30 C1

Observation &

Performance

Term 4,

Week 2

Reflection

(30%) VET Reflection 30 D1 Report / Oral

Term 2,

Week 10

75

Performance Standards for Stage 1 Workplace Practices

Knowledge and Understanding Application Interaction and Communication Reflection

A In-depth knowledge and understanding

of industry and work.

Perceptive and clear identification and

detailed investigation of a broad range

of influences and issues related to

work and the workplace.

Advanced application of extensive

knowledge to the workplace and/or in

a work-related context.

Consistent application of appropriate

generic work skills.

Consistent and productive work, both

independently and collaboratively.

Where VET is included, units of

competency must have been

successfully achieved; the student

must have demonstrated competency

as assessed by the relevant RTO.

Highly productive and clear

interaction with others in the

workplace and/or a work-related

context.

Detailed and well-constructed

communication of a range of industry

knowledge, work skills, and/or

observations about a workplace.

Insightful reflection on processes,

values, and issues related to work,

industry, and the workplace.

Perceptive review of, and reflection

on, the student’s own abilities,

interests, and aspirations in relation to

planning for work and future

pathways.

B Some depth of knowledge and

understanding of industry and work.

Well-informed identification, with

some in-depth investigation, of a

number of influences and issues

related to work and the workplace.

Sound application of knowledge to the

workplace and/or in a work-related

context.

Mostly consistent application of

generic work skills.

Generally productive work, both



competency must have been

successfully achieved; the student

must have demonstrated competency

as assessed by the relevant RTO.

Productive and clear interaction with

others in the workplace and/or a work-

related context.

Mostly well-constructed

communication of industry



Considered reflection on processes,


industry and the workplace.

Considered review of, and reflection




pathways.

C Informed level of knowledge and

understanding of industry and work.

Appropriate identification and

investigation of some key influences

and issues related to work and the

workplace.

Appropriate application of knowledge

to the workplace and/or in a work-

related context.

Application of a number of generic

work skills.

Evidence of competent work, both



competency may have been

successfully achieved; the student may

have demonstrated competency as

assessed by the relevant RTO.

Competent interaction with others in

the workplace and/or a work-related

context.

Informed communication of industry



Appropriate reflection on processes,


industry, and the workplace.

Appropriate review of, and reflection




pathways.

D A narrow understanding of industry

and work.

Attempted identification and basic

investigation of some aspects of one or

more influences or issues related to

work or the workplace.

Basic application of some knowledge

to the workplace and/or in a work-

related context.

Recognition, with attempted

application, of generic work skills.

Some demonstration of competence in

working independently or

collaboratively.




have demonstrated aspects of

competency as assessed by the

relevant RTO.

Some interaction with others in the


context.

Basic communication of some aspects

of industry knowledge and workplace

skills, and/or of some detail of one or

more observations about a workplace.

Some evidence of reflection (probably

more personalised in content) on one

or more aspects of processes, values,

or issues related to work, industry,

and/or the workplace.

Brief review, with some description,

of the student’s own abilities,


work or future pathways.

E A limited understanding of industry or

work.

Limited recognition of aspects of an

issue or influence related to work or

the workplace.

Some limited application of

knowledge to the workplace and/or in

a work-related context.

Limited recognition of generic work

skills.

Limited independent or collaborative

work.




have demonstrated limited aspects of

competency as assessed by the

relevant RTO.

Limited interaction with others in the


context.

Some attempt to communicate on one

or more aspects of industry

knowledge, work skills, and/or an

observation about a workplace.

Limited description of an experience

and/or observation of processes,

values, or issues related to work,

industry, and/or the workplace.

Some attempted recount of the

student’s own abilities and interests.