Western Australian Curriculum and

Assessment in the Secondary

Years (712)

2015 School Curriculum and Standards

Authority

YEARS 710

The Act
School Curriculum and Standards Authority Act, 1997
The objects of the Act are:
(a)
to provide for standards of student achievement and for the assessment and
certification of student achievement according to those standards
(b)
to provide for the development of an outline of curriculum and assessment in
schools that, taking account of the needs of students, sets out the knowledge,
understanding, skills, values and attitudes that students are expected to
acquire and guidelines for the assessment of student achievement; and to
provide for the development and accreditation of courses for schooling
(c)
to provide for the maintenance of a database of information relating to
(i)the participation by students during their school years in education, training
or employment as provided for by the School Education Act
(ii)
the achievements of students during those years
(iii)
records of assessment in respect of students.

Welcome to the new-look Outline

Learning areas and subjects

Phase 1
English
History (a component of
Humanities and Social
Sciences)
Mathematics
Science

Phase 2 and Phase 3

Health and Physical
Education
Humanities and Social
Sciences
Languages
Technologies
The Arts

P10 Curriculum implementation

timeline
201 Full implementation for English, Mathematics, Science
5 and History
201 Health and Physical Education, Humanities and Social
6 Sciences, Technologies and The Arts Curriculum
available to schools for familiarisation at the start of
Semester 1
The Languages Curriculum available to schools for
familiarisation at the start of Semester 2
Assessment Snapshots, Assessment Activities, Judging
Standards and Annotated Work Samples for Health and
Physical Education, Humanities and Social Sciences,
Languages, Technologies and The Arts
201 Full implementation for Health and Physical Education
7 and
Humanities and Social Sciences

Delivering the P10 curriculum

Teachers should be using the Western Australian
Curriculum and Assessment Outline for Phase 1.
Some schools are engaging with ACARA Phase 2
and Phase 3 learning areas and subjects BE
CAREFUL
Western Australian syllabuses for Phase 2 and
Phase 3 will be released in 2016 with:
core content that must be taught to all students
achievement standards (AE) based on the core
content
against
which
students
will be assessed
201
Health
and Physical
Education,
Humanities
and
7

Social Sciences

201 The Arts, Technologies and Languages

2015 Semester 1 reporting to

parents

All schools in Western Australia are required to report in

Semester 1 on:
English and Mathematics for Pre-primary (and strongly
encouraged in Science) not with grade A-E
English, Mathematics and Science for Years 1 to 10
either History or the Humanities and Social Sciences,
as determined by the school, for Years 1 to 10.
Schools must use the achievement standards, outlined
in the School Curriculum and Standards
AuthoritysReporting Policy: Pre-primary to Year 10.
Years 13 do not require a grade A E.

Principles of reporting
Report on student achievement against the year
level achievement standards
for English, Maths, Science and History (or HASS)
for Semester 1 this year.

There is a misconception that students have to

be two years ahead to receive an A.
Students can receive an A if they demonstrate
the year level standard for an A.
Students need to engage with the year level
syllabus content and be assessed against the
year level achievement standards.

Adopting and adapting the

curriculum

P10 Syllabus structure the

overview

Each learning area has an overview section which

sets
out:
Rationale
Student diversity
Aims

General capabilities

Organisation

Cross-curriculum priorities

Ways of teaching

Glossary

Ways of assessing

Scope and sequence

P10 Syllabus structure the

content

Each year level syllabus contains:

a year level description signals a focus for the
content, the progression and the pitch of the
content
content descriptions specifies what teachers
are expected to teach
an achievement standard describes the
characteristics of student achievement.

Year 7 Technologies: Digital technologies

YEAR LEVEL DESCRIPTION
Year 7 students have opportunities to create a range of
digital solutions, such as interactive web applications
or simulations.
In Year 7, students explore the properties of networked
systems. They acquire data from a range of digital
systems. Students use data to model objects and
events. They further develop their understanding of
the vital role that data plays in their lives.
The curriculum provides students with further
opportunities to develop abstractions, identifying
common elements while decomposing apparently
different problems and systems to define
requirements, and recognise that abstractions hide

Year 7 Technologies: Design and

technologies
Content Descriptions

Knowledge and understanding

Technologies and society
Social, ethical and sustainability considerations that
impact on designed solutions (ACTDEK040)
Development of products, services and
environments, with consideration of economic,
environmental and social sustainability (ACTDEK041)
Technologies contexts
Food specialisations
Principles of food safety, preservation, preparation,
presentation and sensory perceptions (ACTDEK045)

Adoption of Phase 1 P10

English, Mathematics and Science adopted as is
from ACARA
teachers must use the Western Australian
achievement standards for determining grades

History for 2015 and 2016 adopted as is from

ACARA
teachers must use the Western Australian
achievement standards for determining grades
OR
teachers can determine a grade based on a
combination of Humanities and Social Sciences
subjects

In light of the review of the Australian Curriculum,

Curriculum differences Phases 2 and 3

The Australian Curriculum

The Western Australian

Curriculum

The Australian Curriculum

written in bands for Health and
Physical Education,
Technologies and The Arts.

Year level syllabuses have been

developed for Health and
Physical Education,
Technologies and The Arts.

History, Geography, Civics and

Citizenship and Economics and
Business written as separate
disciplines across Phases 1, 2
and 3 of the Australian
Curriculum.

The aggregation of the

Humanities and Social Sciences
into a coherent learning area
with a generic set of skills and
overview documentation.

Content descriptions are

supported by elaborations.

Content descriptions stand

alone and reflect the core
content in each learning

Generic skills for HASS

HASS skills Questioning and

Researching

HASS skills Analysing

HASS skills Evaluating

HASS skills Communicating and

Reflecting

Teacher support materials P10

Syllabus

Ways of teaching
Ways of assessing
Video snapshots

Curriculum and Assessment

Outline

Assessment activities and

tasks
Assessment snapshots
Judging standards materials

Ways of teaching and Ways of

assessing

The Ways of teaching aim to support teachers with

planning for curriculum delivery across the years of
school, with the teaching in each year extending
learning in previous years.
The Ways of assessing complement Ways of
teaching and aim to support teachers in developing
effective assessment practice.
These complement the principles of teaching, learning
and assessment in the Western Australian Curriculum
and Assessment Outline (
http://k10outline.scsa.wa.edu.au/).

Judging Standards resources

Phases 2 and 3
These resources are for making on-balance
judgements about student achievement over a
period of time and a range of work.
Will comprise, as for Phase 1:
grade and/or achievement descriptions (e.g. A or
Excellent) with assessment pointers which are
concise, ordered descriptions of what
achievement looks like, depending on the tasks
selected by the teacher
annotated work samples that illustrate
achievement.

Judging Standards evidence base

Based on evidence (student work samples)
Rely on pairwise processes to develop achievement
scales in each subject/learning area and year
Teacher judgements about quality of student
performance determine the achievement scale.

Term 4, 2014
247 teachers at 139 schools, completed 236 assessment
tasks in 16 Phase 2 and 3 subjects, from Pre-primary to
Year 10 produced 15,172 assessment work samples.

This is about 60% of the evidence (work samples) we

need.
Further tasks are being delivered in 2015.

Using the Judging Standards

resources

The assessment pointers provide evidencebased descriptions of qualities students exhibit,

depending on the task. They are not a checklist
of what students should be doing.
The assessment pointers describe an end-ofyear achievement standard.
The Judging Standards resources are used for
reporting student achievement at the end of the
semester or year, not for assessing individual
pieces of student work.

Determining a grade
Ranked lists and numerical cut points require
reference to the assessment pointers.
Assign grades in relation to the achievement
standard.

Judging Standards Phase 1

English
Provide assessment pointers and annotated
work samples for
Reading and viewing
Speaking and listening.

Mathematics
Provide a greater range of annotated student
work samples.
Science
Provide more annotated work samples,
particularly for Years 710.

Moderation
Under the School Curriculum and Standards Authority
Act 1997, one of the functions of the Authority is
to the extent determined by the Authority, to provide
for the comparability of assessments of student
achievement in the compulsory education period that
are made, caused to be made or recognised by the
Authority. (Section 9(n))
There are well-established procedures in national and
international jurisdictions for checking on the
comparability of assessments.
These procedures are generally known as moderation.

Aims of moderation for P10

Moderation for Years P10 in Western Australia will
focus on:
developing shared understandings of the syllabus
content and the achievement standards
developing accuracy and reliability in making
judgements in relation to achievement standards
providing opportunities for teachers to compare and,
if necessary, adjust judgements
strengthening the value of teachers judgements
informing the design of well-targeted teaching
programs based on shared understandings of
syllabus content and achievement standards.

Languages update report

In 2014 the Authoritys Board requested an overview of
the current provision of languages in Western Australia,
both in and out of school settings, be prepared.
The State of Play: Languages Education In Western
Australia, October 2014:
provides the Board with a sound basis on which to
make informed decisions about the future
development and provision of language education
policy and curriculum in Western Australia
identifies some challenges that the Authority is
exploring through consultation with key stakeholders.

ABLEWA
Semester 1, 2015 ABLEWA Validation Trial
Group
16 cross-sectoral schools

Semester 2, 2015 Expressions of Interest will

be called for a Semester 2 ABLEWA Trial Group.
ABLEWA accessible for all Western Australian
schools within the Outline from 2016.
Contact Maureen Lorimer, Principal Consultant for
more information
maureen.lorimer@scsa.wa.edu.au

Key points for Years 710 2015

Phase 1
English, Mathematics, Science
and History (part of HASS)

Phase 2 and Phase 3

Health and Physical Education,
Humanities and Social Sciences,
Technologies, The Arts and
Languages

Schools are implementing Phase The Authority is adapting Phase

1 learning areas and subjects
2 and Phase 3 learning areas
and subjects
The Authority is augmenting
The Authority is developing
Judging Standards material with Judging Standards material with
more work samples being called schools contributing work
for in Term 4
samples
Schools are reporting to parents
in Semester 1 and Semester 2
against the achievement
standards described in the WA

Schools should be using what

they have used in the past to
assist in developing reports for
any subjects in the Phase 2 &3

YEARS 1112

WACE requirements 2016

Complete a Literacy and Numeracy Assessment
to demonstrate a minimum standard based on
skills regarded as essential for individuals to
meet the demands of everyday life and work in
a knowledge-based economy.
Complete a minimum of four Year 12 ATAR
courses including the external examination (i.e.
be eligible for an ATAR) or complete a Certificate
II or higher*.
Complete two Year 11 English units and a pair of
Year 12 English units.

WACE requirements 2016 (2)

Complete at least one pair of units from a Year
12 List A (arts/languages/social sciences) course
and one pair of units from a Year 12 List B
course (mathematics/sciences/technologies).
Complete at least 20 units (or equivalents)
including a minimum of 10 Year 12 units.
Achieve a minimum of 14 C grades in Year 11
and Year 12 units (or equivalents) including at
least 6 C grades in Year 12 units (or
equivalents).

Implementation of the new WACE

For ATAR, General and Foundation courses:
the two Year 11 units are typically studied and
reported to the Authority as a pair (i.e. one mark
and grade), but may be studied and reported
separately (i.e. one mark and grade for each
unit studied)
from 2016, the two Year 12 units must be
studied and reported to the Authority as a pair.

Enrolments
6 March 2015 (Week 5 Term 1) enrolments for
Year 11 students studying units in ATAR, General,
Foundation, Preliminary and VET Industry Specific
courses due for upload into SIRS.
After this date, it is considered that Year 11
students should not transfer from a single unit of
an ATAR or General course.
1 May 2015 (Week 2 Term 2) this date is
provided as a guide to schools for use when
determining the last date for student transfers
between pairs of ATAR or General units in Year 11.
*In 2016, students enrolled in Year 12 courses (T

Pre-Year 11 students
Student enrolment and recognition of achievement
for students in Year 8, Year 9 and Year 10
Academi WACE units*
c year

VET units of
competency
through VET
credit transfer

Endorsed
programs

Year 8

No

No (except with
permission from
the Authority)

Not available

Year 9

No

No (except with
permission from
the Authority)

Not available

Year 10

No (except with
permission from
the Authority)**

Yes (permission to
study not
required)

Yes (permission to
study not
required)

OLNA 2015 and 2016

OLNA is administered in March and September
each year.
There
dates.
2015 are no alternative assessment
2016
Round one
Writing: 911 March
Numeracy and Reading: 920
March

Round one
Writing: 79 March
Numeracy and Reading: 718
March

Round two
Writing: 31 August2
September
Numeracy and Reading:
31 August11 September

Round two
Writing: 29 31 August
Numeracy and Reading:
29 August9 September

OLNA clarifications
There is no such thing as failing NAPLAN.
OLNA is an equitable assessment.
OLNA delivery supports students from backgrounds
such as ESL or students with a disability to achieve
the literacy and numeracy requirement.
OLNA items, cut-scores and individual Category 2
diagnostics are not released.

NAPLAN results and classroom formative

assessments provide sufficient diagnostic
information to plan programs for Category 1 and
2 students.

Intervention and OLNA

Targeted curriculum interventions, such as
individual or group support, should be a regular
classroom practice.
Waiting until a student is in Year 10 and at-risk is
not providing a student with the opportunities
they need to demonstrate the literacy and
numeracy standard.
The Foundation courses should not be the first
intervention.

OLNA support materials

OLNA public information website
http://www.scsa.wa.edu.au/Senior_Secondary/OLNA

OLNA Handbook (revised)

http://www.scsa.wa.edu.au/internet/_Documents/Publica
tions/OLNA_Handbook.pdf

OLNA Writing Guide

http://www.scsa.wa.edu.au/internet/_Documents/Publicat
ions/OLNA_writing_guide.pdf

Foundation course syllabus (for Year 11 and 12

students)
http://wace1516.scsa.wa.edu.au/english/

OLNA interim student report

The Authority reports on student achievement for the
OLNA through the WASSA on completion of Year 12.
Schools receive interim student reports throughout
the students enrolment.
Diagnostic reports are designed for teachers, not
parents.
The report shows a students performance as at a
given date.
Performance is indicated in terms of Category 1, 2 or 3.
The report identifies whether a student needs to resit
any components of the OLNA.

An explanation of each category is provided.

Maximising your network during

OLNA

Manage bandwidth during the OLNA is essential.

Minimise internet usage by other classes.
Consider a complete quarantine of bandwidth
for OLNA testing, or rebalancing bandwidth
allocation.
Notify students not involved to avoid connecting
their personal devices to the school wireless
network.
Limit the maximum number of devices
connected to a Wireless Access Point (WAP) to
20 devices a session during the OLNA.
If your wireless network is known to have

Auditing enrolments in Preliminary units

Providing students with access to appropriate
courses is a priority.
It is a core element of this reform.
Enrolment in Preliminary units is restricted.
We will be monitoring enrolment patterns in
Preliminary units.
Data will be shared with the school
sector/systems.

Support materials for WACE courses

Year 11 sample materials including course
outlines, assessment outlines, assessment tasks
and marking keys for courses are available on
the relevant course page on the Authority
website.
Year 12 sample materials will be made available
on the Authority website over the course of
2015.
The WACE Manual 201516 contains a sample
course outline and assessment outlines.

Moderation activities in 2015

Adjustments
Documentation and grading reviews for all
courses where available evidence indicates a
need.
Syllabus delivery audit of all General and
Foundation Year 11 courses.
No audit of ATAR as evidence is provided
through analysis of the school mark distribution
and school WACE examination mark distribution.
No consensus moderation in 2015.
No externally set tasks (ESTs) until 2016.

Externally set tasks (ESTs)

All students enrolled in a Year 12 General or Foundation
course are required to complete an EST for that course.
The EST is administered in Term 2 in a period
prescribed by the Authority.
The school is required to administer the EST under
invigilated conditions following the protocols provided
by the Authority.
The EST is marked by the teacher/s delivering the
course using the marking key provided by the
Authority. The school provides the marks for all
students to the Authority.
Focus on moderating teacher judgements of standards.

Syllabus review
A cycle of syllabus review will be established.
A review may result in revision of the course.
Revised courses will have a phased two-year
implementation timeline.
The first batch of courses will be reviewed in
2018-19.

Examinations private candidates

From 2016:
seeking entry to university as a matureage
applicant
undertaking language courses through interstate
language offerings (CCAFL) where the course is
not offered by the school
undertaking French, German and Italian
Background language courses where the course
is not offered by the school.

Exhibitions and awards WACE 2016

There will be more awards from 2016.
Certificates of commendation replaced by
Certificates of merit
Certificates of distinction.

Selection of General exhibitions, Course

exhibitions and Certificates of excellence will be
based on ATAR course examination scores.
Beazley Medal: VET selection will be drawn from
those students who are recommended for a VET
exhibition
School nomination.

VET
Standard
VET credit transfer reduces the number of course
units in which a C grade is required (max: 4 units in
Year 11 and 4 units in Year 12).
VET industry specific courses contribute in the same
manner as a C grade or higher in other WACE course
units.

Breadth
VET industry specific courses and VET credit
transfer do not contribute to the breadth
requirement.

Depth
VET industry specific courses contribute towards the

Special considerations VET

Schools may apply on behalf of students who, for reasons
outside of their control, have been unable to meet the
Certificate II minimum requirement for WACE including:
overseas, remote/regional students where there is
either an absence or limited supply of training
students affected by school/ RTO partnership issues
students who moved to a new school unable to
accommodate the completion of a qualification in time
for the end of Year 12
students who have experienced significant issues with
RTO certification processes (including issues with the
Unique Student Identifier for VET).

VET unique student identifier (USI)

New and continuing students participating in
nationally recognised VET require a USI in order
to receive a statement of attainment or
qualification from a RTO.
The onus is on the student to obtain their USI.
The USI is different from the students SCSA
number.
Achievement will only be recognised for WACE
when the USI is included in data uploaded to
SIRS.

Course Advisory Committees 2015

Three meetings planned for 2015:
February 2015 re 2014 exam and moderation
feedback
early Term 2 to provide advice on content focus
of ESTs
July-August 2015 to report on implementation
of revised WACE courses.
Additional meetings will be called as necessary.
Membership retained for 2015 as current members
are best placed to provide advice in first year of
new courses.

Western Australian Statement of Student Achievement - WASSA

Details of every course and program a student has

completed in their senior secondary years
Helpful when applying for further training or
employment
achievement of WACE requirements school grades and school marks in
General and Foundation units
achievement of literacy (reading
and writing) standard

completed Preliminary units

achievement of numeracy standard

completed VET industry specific

units

achievement of exhibitions and

awards

successfully completed VET

qualifications and VET units of
competency completed endorsed
programs

school grades, school marks, and

combined scores in ATAR units

number of community service hours

undertaken (if reported by the

Seen this in your school?

www.scsa.wa.edu.au

2014/51158v5