sam subject outline

7/30/2019 sam subject outline

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Summary of Subject Outline Changes for 2013 1 of 25Ref: A180537 (revised 17 December 2012)

SUMMARY OF SUBJECT OUTLINE CHANGES FOR 2013

Introduction

Revised subject outlines will be published online at the beginning of Term 4, 2012.As part of the SACE Boards monitoring and improvement process, feedback on the subjectoutlines has been received from members of Curriculum Leaders Groups and throughquestions from participants at clarifying workshops.

Revisions have been made to the subject outlines on the basis of: removing ambiguity and improving consistency updating information removing potential tripwires for students

The summaries of changes are listed below by learning area.

The revised subject outlines must be used for all teaching, learning, and assessmentin all subjects in 2013.

Arts Learning Area

Creative Arts

Subject Descriptionreplace individually and collaboratively with productively, inparagraph 3. (p.1)

Capabilities: Work 2nd

dot point, replace individually and collaboratively, with

productively. (p.3)

Stage 1

Learning RequirementsLR5 replace individually and/or collaboratively, withproductively. (p.8)

Content Creative Arts Process, 2nd

last dot point, and Development and Production,first paragraph, replace individually and/or collaboratively, with productively. (p.9)

Replace heading Working Individually and/or Collaboratively, with WorkingProductively. (p.10)

Assessment Design Criteria

Practical application PA3replace individual and/or collaborative, with productive.(p.14)

Assessment Type 1: Product 4thdot point, replace individual and/or collaborative,

with productive. (p.15)

Performance Standards revised to reflect the changes to the assessment designcriteria.

Stage 2

Learning RequirementsLR5 replace individually and/or collaboratively, withproductively. (p. 24)

Content Creative Arts Process, 2nd

last dot point (p.25) and Development andProduction, replace individually and/or collaboratively, with productively. (p.26)


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Practical application PA3replace Individual and/or collaborative with productive.(p.30)

Assessment Type 1:Product 3rd

paragraph, replace the words record of the

materials, with folio of evidence.replace the dot points with: investigation development production reflection

replace the last three paragraphs with:

The folio of evidence may be presented in written, oral, or multimodal form.

For a 10-credit subject, the folio should be a maximum of 1000 words if written or amaximum of 6 minutes for an oral presentation, or the equivalent in multimodal form,

and in a maximum of ten A3 pages.

For a 20-credit subject, the folio should be a maximum of 2000 words for bothproducts if written or a maximum of 12 minutes for an oral presentation, or theequivalent in multimodal form, and in a maximum of twenty A3 pages. (p.31)

Assessment Type 2: Investigation

Amend the first sentence under the heading with:

For a 10-credit subject, students undertake one investigation to a maximum of 1000words if written or a maximum of 6 minutes for an oral presentation, or the equivalentin multimodal form.

For a 20-credit subject, students undertake two investigations to a maximum of 1000words each if written or a maximum of 6 minutes each for an oral presentation, or theequivalent in multimodal form; oroneinvestigation to a maximum of 2000 words ifwritten or a maximum of 12 minutes for an oral presentation, or the equivalent inmultimodal form. (p. 32)

Performance Standards revised to reflect the changes to the assessment designcriteria.

Music in ContextStage 2

Assessment Type 3: Examination 4th

line of first paragraph, change topics to read

topic. Change the title of Topic 10. Contemporary Australian Music, on p.60 to read:

Topic10. Sculthorpe: Twentieth Century Australian Music. (p. 60)

Visual Arts Art and Visual Arts DesignStage 2

Assessment Type 2: PracticalThe Practitioners Statement reword specificationsfor 20-credit subject to read: For a 20-credit subject, students prepare two writtenpractitioners statements if they have produced two resolved practical works; studentsprepare one written practitioners statement if they have produced one body ofresolved practical work. (p. 29)

Reword sentence after 3

rd

dot point on p. 30 to read, If two practical works areproduced, each practitioners statement should be a maximum of 500 words. If onebody of resolved practical work is produced, the practitioners statement should be amaximum of 1000 words. (p. 30)


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Performance Special Study

Content: Part 2: Commentary Delete written from second sentence to read:Students submit an analysis at the second public performance. (p. 101)

Business, Enterprise, and Technology Learning Area

AccountingStage 2

Content Section 3: Managementunder Current Assets, replace last sentence oflast dot point under Debtors, to read: The total bad debt account balance should betransferred to any existing allowance account. (p. 30)

School Assessment Assessment Type 1: Skills and Applications Tasks rewordthe sentence Each skills and applications task should be undertaken under the directsupervision of a teacher, to read: Skills and application tasks should be based on

unseen data and undertaken under timed, supervised conditions, to a maximum of 1hour, and relocate directly under the heading Assessment Type 1: Skills andApplications Tasks (p. 34).

Business and Enterprise

Stage 2

External AssessmentAssessment Type 4: Report second paragraph, include thewords formal business to read: Students are required to write one formal businessreport that may be either a situation analysis or an enterprise report. (p. 34)

Situation Analysis 2nd

paragraph, include the wordsand provide evidence of theirlearning in a report that uses the current conventions ofa formal business reportatthe end of the first sentence to read, Students are required to have direct contactwith the community and provide evidence of their learning in a report that uses thecurrent conventions of a formal business report. Direct contact . . . (p.35).

Design and TechnologyStage 2

Assessment Type 2: Product

Last paragraph, first sentence, before list of dot points, delete is not assessed but is,

to read: A product record is used to provide evidence of . . . (p. 33)

Third line top of p. 34 delete the sentence, The format of a product record is notassessed. (p. 34)

External Assessment Assessment Type 3: Folio

revise the sentence, Students should submit their folio evidence either in an A4folder, or on CD or DVD to read, Students should submit their folio evidence eitheron A4 paper stapled at the top left-hand corner, or on a CD or DVD. (p.35)


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Information Processing and Publishing

Stage 1

Learning Requirementsreplace design principles with the design process to readevaluate a text-based product and the design process used in 5

thdot point.

Assessment Design Criteria AE1: replace design principles with the design

process to read: Evaluation of text-based products and the design process used. Performance Standards Revise specific features under Analysis and Evaluation to

reflect change above.

Stage 2

Learning Requirementsaddition of evaluate a text-based product and the designprocess used as 5

thdot point.

Assessment Design Criteria AE2: replace design principles with the designprocess to read: Evaluation of text-based products and the design process used.

Performance StandardsRevise specific features under Analysis and Evaluation toreflect change above.

Assessment Type 3: Product and Documentation second last paragraph to includeThe documentation includes an evaluation of the product and of the design processused.

Information TechnologyStage 1

Minor editorial changes

Delete outcomes from first sentence, second last paragraph. (p.2)

Delete the word physical from third sentence stem under key questions andconcepts to read: How do the components of a computer combine to process data?(p.11).

Delete the word physical from 7th

dot point (p.12).

Reword third sentence under Considerations for developing teaching and learningstrategies, to read: Students investigate components and transmission concepts ofnetworks. (p.12).

Replace outcomes with outputs (p.19, 20, 25, 26, 29, 34, 41). Replace achievedwith produced (p.41)

Stage 2

ContentCore Topic 1: Information Systems

p. 52Key Questions and ConceptsReplace the word components with elements.Replace the word outcomes with outputs.

Considerations for Developing Teaching and Learning StrategiesReplace the current bullet points with:

Students look at, for example, information systems that can output the:

cost, time, and venue of a concern

cost of renting a car

prices of flights

cost of a motel room.

p. 53Key Questions and ConceptsReplace the word outcomes with outputsReplace the words components with the words elementsRemove the word physical


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Delete the 4thsentence beginning with procedures: how components combine . . .

Replace the words affect the outcomes with the words limit the scope of theinformation system.Replace the words how the system detects errors with responses from theinformation system that is used to confirm or make changes to input or processingactivities.

p. 54Key Questions and ConceptsRevise to read:What is the impact of computer-based information systems on society? Effectiveness, efficiency, and reliability are relative terms

effectiveness is about whether all outcomes are successfully achieved.

efficiency is about how well the desired outcomes are achieved, by usingminimum resources.

reliability is about whether desired outcomes are consistently achieved overtime.

reliability is about whether desired outcomes are consistently achieved overtime.

p. 57Key Questions and ConceptsReplace the word physical with the word key.

Considerations for Developing Teaching and Learning StrategiesRewrite the three dot points to read:

Students describe data transmission, using the terms medium, channel,bandwidth, and routed path.

Students describe file type and size, and forms of file compression.

Students describe methods of data encryption, and private and public keys.

p. 60Considerations for Developing Teaching and Learning StrategiesReplace first paragraph with Students investigate data to identify tables, records,

fields.Replace second paragraph with Students learn to apply normalisation principles,including identifying between different entities in order to design tables andrelationships.

Replace outcomes with outputs, (p.62, 64, 65, 68, 70, 73, 78).

p. 80Considerations for Developing Teaching and Learning Strategies4

thparagraph down, delete the word may, from Students may . . . and revise dot

points to read:Students use cookies to store:

a users preferences, for example, presentation, accessibility, and interfacedesign

session information

Students use session variables to store shopping cart data and secure information,such as login and customer details.

Students create forms on web pages to secure information, using form elements . . .

p.86 Assessment Type 2: Skills and Applications Tasks

Second paragraph, last sentence, to read: They apply skills, concepts, and complexprocesses to manipulate and process data to produce information technology systems.

Replace outcomewith output.


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Cross-disciplinary Learning Area

Community StudiesStage 2

Assessment Type 2: Reflection 2nd

paradelete and evidence of feedback from

their community contact(s), and revise to read, Students include with their reflection,the contract of work. This will not be externally assessed but will provide the teacherand the assessor with a context for the students community activity and enable aclearer understanding of the learning that has taken place. (p. 41)

Performance StandardsDelete In consultation with the teacher and others in thefirst specific feature for the C grade under Planning and Organisation (pp. 4345).

Integrated LearningStage 1

Learning RequirementsLR6delete the word each, and replace with a, to read:develop and understand connections between the program focus and aspects of the

capability in a chosen key area of study.

Stage 2

From 2013, students can take up to 40 credits of Integrated Learning towards theirSACE.

Students can enrol in the following enrolment codes:Integrated Learning I (2ILG10 or 2ILG20) current enrolment codes are retainedIntegrated Learning II (2ILH10 or 2ILH20) new enrolment codes

Literacy in Integrated Learning 2nd

dot point, reword to read, understanding andusing correct terms appropriate to the program focus and a chosen key area ofstudy. (p.4)

Learning RequirementsLR6, reword to read, develop and understand connectionsbetween the program focus and the capability in a chosen key area of study. (p.32)

Content(p.33)add the stem The key areas of study are as follows:

Key Area 1: Developing the Capability for Learning

Key Area 2: Developing the Capability for Citizenship

Key Area 3: Developing the Capability for Personal Development

Key Area 4: Developing the Capability for Work

Key Area 5: Developing the Capability for Communication.

Integrated Learning IFor Integrated Learning I, the key areas of study are:

Learning (Key Area 1)

Citizenship (Key Area 2)

Personal Development (Key Area 3).

For a 10-credit subject, students undertake one or two of these key areas of study.

For a 20-credit subject, students undertake two or three of these key areas of study.

Integrated Learning IIFor Integrated Learning II, the key areas of study are:

Learning (Key Area 1)

Work (Key Area 4)


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Communication (Key Area 5).

For a 10-credit subject, students undertake one or two of these key areas of study.

For a 20-credit subject, students undertake two or three of these key areas of study.(pp. 33, 35)

Key Areas of Study 2nd parareword first sentence to read, With reference to theenrolment options provided by Integrated Learning I and Integrated Learning II,teachers, in consultation with students, chose from five key areas of study (thenrepeat as for p.33). (p.35)

Assessment Design Criteria U1change eachkey area studied, to read, in achosen key area of study. U2 change eachkey area studied, to read, in a chosenkey area studied. (p.48)

Assessment Type 1: Practicalthird paragraph, change in a key area, to read, in achosen key area of study. (p.48)

Assessment Type 4: Projectsecond paragraph, add and must be the studentsown work, to read, Each students project must be assessed individually, and mustbe the students own work. (p.50)

Third paragraph, delete the or, from and/or, to read, The project is an opportunityfor students to explore an aspect of the program focus and a capability in a chosenkey area of study, and to . . . (p.50)

Assessment Design Criteriaand Performance StandardsUnder Understanding,change each key area studied, to a chosen key area of study.

English Learning Area

English as a Second LanguageEnglish as Second Language StudiesStage 2

English as a Second Language

School AssessmentAdd students may use notes to support the delivery of the oralat the end of the opening paragraph under oral assessment. (p. 25)

Assessment Type 2: Text Production revise first sentence under WrittenAssessmentto read: Students respond to an issue in one or more texts that theyhave read or viewed. They convey information and express their opinion. Theresponse can be a narrative, a journal entry, a reflection, a letter . . . (p. 26)

Assessment Type 3: Language Application

Under Interview an Individual, add new sentence, The interview should beconducted in English. (p.27)

Under Written Evaluation, revise first dot point to read: the purpose of the activity;revise third dot point to read: analysis of how structure and language features wereused to achieve the purpose. (p. 27)

External AssessmentChange the third paragraph to read: The investigation is tobe a product of independent study, although it is appropriate . . .. (p. 28)

Delete sentence The audience is determined by the student. (p. 28)


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Reword paragraph beginning The oral reflection is delivered . . . to read: The oralreflection is delivered as part of a recorded discussion with the teacher. Students areasked open-ended question that require extended responses. The students do mostof the talking, with an emphasis on the spontaneous use of language to giveappropriate responses to the teachers questions. The recorded discussion providesinformation about: (p. 28)

Delete

fourth dot point how the perceived needs or expectations of the audience . . .(p.28)

English as Second Language Studies

School Assessment Assessment Type 1: Issue Analysis, Part 2: Written Responseto Issue,Revise to read:

Students complete an extended written response to an aspect of the issue analysis.They are not expected to deal with every aspect of the issue, but to complete aresponse in which they briefly address:

content report on an aspect of the issue that was the focus of study; this couldinclude findings that were interesting or unexpected.

process comment on the processes they used for the issue analysis; this couldinclude a brief evaluation of the relevance of resources or the process used todetermine the topic. (p. 41)

Assessment Type 3: InvestigationReplace heading Presentation, with WrittenText, and sentence stem to read: The written text comprises: (p. 42)

Health and Physical Education Learning Area

Child StudiesStage 2

School AssessmentAssessment Type 1: Practical Activitydelete third dot pointan individual evaluation report, and include the following paragraph:

For a 10-credit subject, an individual evaluation report must be included in bothpractical activities. For a 20-credit subject, an individual evaluation report must beincluded in at least two practical activities. (p. 25)

Under Practical Application, add second paragraph, Verification of evidence of thepractical application could include: photographs with captions; checklists; videofootage.

Add new sub-heading Individual Evaluation Report, and begin paragraph with, Foran individual evaluation report, each student evaluates the decisions contained . . .(p. 26)

Assessment Type 2: Group ActivitySecond paragraph, add, that focuses on the health and well-being of children to thesecond paragraph to read Students work in groups to plan, organise, and implementaction to meet a teacher-directed challenge that focuses on the health and well-beingof children.A group activity. . . (p. 26)

Add new sub-heading Individual Evaluation Report, and begin paragraph with, Foran individual evaluation report, each student formulates . . . (p.27)

Food and HospitalityStage 2


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School AssessmentAssessment Type 1: Practical Activity delete third dot pointan individual evaluation report, and include the following paragraph:

For a 10-credit subject, both practical activities must include an individual evaluationreport. For a 20-credit subject, at least two practical activities must include anindividual evaluation report. (p. 28).

Under Practical Application, add second paragraph, Verification of evidence of the

practical application could include: photographs with captions; checklists; videofootage. (p.28)

Under Individual Evaluation Report, begin paragraph with, For an individualevaluation report, each student evaluates the decisions . . . (p. 28).

Assessment Type 2: Group Activity

Group Practical Application, add, In each group activity, to the beginning of the firstparagraph.

Move the second paragraph to under Individual Evaluation Report, and revise toread, For an individual evaluation report, each student formulates conclusions about

the . . . (p. 29)

Health

Stage 2 Assessment Type 3: Practical Activity Include new sentence: Students

demonstrate their understanding of the issue that the health-promoting activity isseeking to address, to justify their choice of activity, after . . . or fundraising for acommunity organisation). Add Understanding to the list of assessment designcriteria for this assessment type. (p.31)

Outdoor EducationStage 2

Assessment Type 3: Individual Practical

Add the following to the first sentence to read: Students undertake one self-reliantexpedition for their individual practical for a 20-credit subject. This expedition buildson practical knowledge and skills previously developed through tasks undertaken forAssessment Type 2: Group Practical. (p. 26)

Physical Education

Stage 2

Learning RequirementsLR1: skill criteria becomes skills criteria.

Content Individual Negotiated Practicals: Add in the current calendar year, aftercommitment. (p.19)

Assessment Design Criteria KU1: Add and application after Knowledge andunderstanding, to read: Knowledge, understanding and application of physicaleducation concepts relevant to specific physical activities.

Delete PSA3. (p. 24)

Performance Standards revise to align with changes to the assessment designcriteria, and minor editorial changes to the B and D grade bands under Knowledgeand Understanding include and to KU1 under the D grade band, to readRecognition. and some understanding and application . . .


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Humanities and Social Sciences Learning Area

Aboriginal Studies

Stage 2 Assessment Design Criteria minor editorial changes for clarity to:

KU2, KU3, AE1.

KU2 to read: Knowledge and understanding of a range of Aboriginal viewpoints onculture, land, identity and/orpreferred futures.

KU3 to read: Knowledge of forms and effects of, and/orways to counter racism.

AE1 to read: Analysis and evaluation of social and political points of view presentedthrough Aboriginal arts and/orliterature. (p. 30)

Assessment Type 2: Report 2nd

paragraph to read: Students spend up to 3 days (in

sequence, or in total time) visiting and interacting with Aboriginal people in acommunity and/or organisation. (p.31)

Assessment Type 4: Investigationdelete reflection from list of assessment designcriteria to be assessed, and amend the structure. (p. 34) to read as:

The following structure can be used or adapted to guide the presentation of the investigation

introduction

body, which may include

- a brief historical/cultural context

- a summary of primary and secondary sources, identifying reasons for particular

viewpoints- an analysis of sources, including perspectives of Aboriginal people, identifying reasons

for particular viewpoints

conclusion, which may include

- a discussion of preferred futures

- a synthesis, drawing together the main arguments into a summary of the findings.

The investigation should include appropriate acknowledgment of sources and a bibliography.

For this assessment type, students provide evidence of their learning in relation to the followingassessment design criteria:

knowledge and understanding

analysis and evaluation

communication.

Ancient Studies

Stage 1

Performance Standards revise the specific features under Knowledge andUnderstanding and Research and Analysis at the C grade as follows:

KU1replace considered with appropriate; KU1 replace informed with generally

sound; RA1 replace considered, with competent; RA2 replace considered withappropriate. (pp. 1516)


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Australian HistoryStage 2

Content

Topic 2 4thdot point under key areas for inquiry, add film, to read, men, women,

and children in primary industries, and their depiction in literature, art, film, andmusic. (p.23)

Topic 7 1stdot point under key areas for inquiry, delete as a result of improvements

in technology.

Assessment Type 2: Essaychange three [sources]to up to five [sources]. (p.29 &p.38)

Classical Studies

Stage 2

Learning RequirementsLR1: add texts to read, demonstrate knowledge andunderstanding of selected texts, ideas, individuals, groups, institutions, practices,events, and artefacts of the classical world.


KU1 Add texts to read: Knowledge and understanding of selected texts, ideas,individuals, groups, institutions, practices, events, and artefacts of the classicalworld.

C1Delete and acknowledgment of sources, to read: Communication of informedargument using appropriate examples and ideas.

C2 Include and acknowledgment, to read: Integration and acknowledgment ofsource material. (p. 32)

External AssessmentAssessment Type 3: Special Studyadd or beyond to fifthdot point to read: an aspect of a focus study undertaken in class when used as a

comparison with another aspect of the classical world or beyond, provided that thematerial . . . (p. 34)

Performance Standards Revise the specific features under Knowledge andUnderstanding, Research and Analysis and Communication. Revise the languagein the specific features under all three assessment design criteria at the C grade levelas follows:

KU1replace considered with appropriate.KU3replace informed with competent;RA2 replace informed with competent.RA3replace informed with appropriate.

RA4 replace considered with competent.C2replace considered with appropriate. (pp. 3536)

GeographyStage 2

School Assessment Assessment Type 3: Folio

Increasefrom 2000 to 3000 words if written, and increasefrom 12 to 18 minutes ifpresented orally. (p.37)

Legal StudiesStage 2

Learning Requirements


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Revise LR2 to read: know, understand, and analyselegal principles, processes, andstructures. (p. 22)

Change LR5 to read: analyse the Australian legal, constitutional, and justicesystems. (p. 22)

Revise I2 to read critique of (instead of critiquing).

ContentRevise second sentence of second last paragraph to accommodate wording above:Students analyse the Australian legal, constitutional, and justice systems and explorethe different . . . (p23)

Topic 2: Constitutional Government Delete the word Critical from heading to readAnalysis of the Constitutional System. Delete the word critically in second sentence.(p.27)

Topic 3: Law-making Delete the word Critical from heading to read Analysis ofDifferent Forms of Law-making. (p.29)

Topic 4: Justice Systems Delete the word critical from last sentence of first

paragraph (p.30); and delete Critical from heading to read Analysis of the JusticeSystem. (p.31)

Assessment Design CriteriaChange Evaluation, to Analysis and Evaluation (E1,E2, E3 are renamed AE1, AE2, AE3).

AE1 to read, Analysis of the Australian, legal, constitutional, and justice systems.AE2 to read, Analysis of principles, processes, and structures in legal systems.

AE3 reads as per E3 (p. 33)

School Assessment Assessment Type 1: Folio after the first set of dot pointsinclude the sentence, At least two folio assessments must be conducted under directsupervision. (p.34)

Performance Standards Revisions to reflect the changes to the assessment designcriteria. (pp. 3738).

Media StudiesStage 2


Under Media Exploration, delete the equivalent in multimodal form and replacewith, or if in multimodal form a maximum of eight linked pages or screen shots withan average of 200 words per page or screen shots, with an average of 200 words per

page or screen shot, or a 9-minute video/documentary report.Under Media Interaction Study, replace, the equivalent in multimodal form, andreplace with, or, if in multimodal form, a maximum of four linked pages or screenshots, with an average of 200 words per linked page or screen shot, or a 5-minutevideo/documentary report. (p. 32-33)

Assessment Type 2: Product

Insert new paragraph between paragraph beginning Radio productions. . . andparagraph beginning A multimedia task. . . to read, Students who undertake amedia production that includes photojournalism or photographic representationsshould submit a folio of a maximum of twenty images that the student has createdand edited, representing a chosen theme. (p. 33)


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Modern HistoryStage 2

Assessment Type 2: Essaychange three [sources] to up to five [sources]. (p.21 &p.38)

PhilosophyStage 1

Content

Include the words at least, in the following:

In each 10-credit subject, students also:

write at leastone guided ethical issues study . . .

undertake at leastone student-negotiated issues study . . .

In each 20-credit subject, students also:

write at leasttwo guided ethical issues studies . . .

undertake at leasttwo student-negotiated . . . (p. 6)

Evidence of LearningFor a 10-credit subject replace the number of assessments with:. . . Students undertake:

at least twofolio assessments

at least oneissues analysis assessment

at least oneissues study. (p.9)

For a 20-credit subject replace the number of assessments with: . . . Students undertake:

at least fourfolio assessments

at least twoissues analysis assessments

at least twoissues studies. (p.9)

School Assessment Assessment Type 1: Interactionreplace Interaction withFolio, to read:

Assessment Type 1: Folio.

Replace current text with:

For a 10-credit subject, students undertake at least two folio assessments. For a 20-creditsubject, students undertake at least four folio assessments.

A folio assessment should provide opportunities for students to develop philosophical inquiryskills. Such skills include:

applying skills of reasoning to solve problems.

general principles of reasoning: types of reasoning, the general structure of deductiveand inductive arguments, the difference between good and bad arguments, and/or thestrengths and weaknesses of arguments.

Folio assessments can be based on individual and/or group activities. Activities could include,for example, communities of inquiry, oral presentations, philosophical discussions, debates,arguments, argument analyses, forums, informal conversations in pairs, reflective pieces, roleplays, essays, or multimodal presentations. Topics could arise from media articles or fromissues relevant to students.

Evidence can be gathered in a range of ways, including recording of observations of groupdiscussions, role plays, or other presentations. Individual student evidence should be identified

and recorded when students have participated in group work.

A folio assessment should be a maximum of 800 words if written or a maximum of 5 minutes iforal, or the equivalent in multimodal form.


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For this assessment type, students provide evidence of their learning primarily in relation to thefollowing assessment design criteria: . . . (p. 1011)

Assessment Type 2: Issues Analysisinclude at leastone issues analysisassessment, and at leasttwo issues analysis assessments. (p. 11)

Assessment Type 3: Issues Studyfirst sentence: include at leastone issues study,and at least two issues studies, and at least (p. 11)

Second sentence: include Students choose at leastone issue from any of the threekey areas for a 10-credit subject and at leasttwo issues from epistemology and/ormetaphysics for a 20-credit subject. (p. 11)

Performance StandardsKnowledge and Understanding criteria: deleteConsistently from the first specific feature, delete and well-informed from thesecond specific feature in the A grade band.

Reasoning assessment design criteria:

A grade band first specific featureReword to read: Incisive reasoning, and use ofrelevant evidence to support or contest philosophical issues and positions. Secondspecific featuresreword to read: Accurate differentiation between good and badarguments.

B grade band first specific featureReword to read: Well-considered reasoning,and use of mostly relevant evidence, to support or contest philosophical issues andpositions.

C grade band second specific featureReword to read: Generally accuratedifferentiation between good and bad arguments.

D grade band second specific featureReword to read: Some accuracy indifferentiation between good and bad arguments.

Womens StudiesStage 2

Assessment Type 1: Text Analysis

Second paragraph delete A presentation should be a maximum of 1000 words ifwritten or a maximum of 6 minutes if oral, or the equivalent in multimodal form, andreplace with:

If one assessment task is undertaken, the presentation should be a maximum of2000 words if written or a maximum of 12 minutes if oral, or the equivalent inmultimodal form.

If two assessment tasks are undertaken, each presentation should be a maximum of1000 words if written or a maximum of 6 minutes if oral, or the equivalent inmultimodal form. (p. 31)

Languages Learning Area

Auslan at Continuers LevelStage 1

Assessment Design Criteria Analysis and ReflectionAR2: delete structures and,

to read, linguistic and cultural features . . . AR3: delete the students, to read,reflection on ownvalues, beliefs . . . (p.16)

Performance Standardsrevised to align with assessment design criteria.Stage 2


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Assessment Design Criteria Analysis and Reflection AR2: delete structures and,to read, linguistic and cultural features . . . AR3: delete the students, to read,reflection on ownvalues, beliefs . . . (p.38)

Assessment Type 2: In-depth Study, A Reflective Response in Auslan or English:Add The response should be a maximum of 600 words if written, or 3 to 5 minutes inAuslan.

Performance Standardsrevised to align with assessment design criteria.

Interstate Assessed Languages at Beginners Level(Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek, Spanish)

Stage 1

Performance Standards combine the two features under Interpretation andReflection Analysis, to align with the IR2 on p. 12. (pp. 1618). IR2 at the D levelchange texts to the text. Remove the word short in the IR1 specific feature at theE level. (p. 20)

Stage 2

Evidence of Learning Assessment Type 4: Examination, 2nd

dot point, delete theword texts to read, one writing in [Language], and one responding to written texts in[Language], for the text production; third dot point, add the word the, to read oneanalysing and interpreting spoken texts, and one analysing and interpreting writtentexts, for the text analysis. (p.27)

Assessment Type 2: Text Production change heading at top of page to readWriting in [Language] (p.30)

External AssessmentWritten Examinationchange section III: Writing to Writing

in [Language] (p. 32). Under specifications change 9 to 12 to approximately 10[texts];change topic areas to topics. (pp. 3233).

Change 950 characters to 800 characters (p.33).

Performance Standards combine the two features under Interpretation andReflection, Analysis, to align with the IR2 on p. 12. (pp. 3537). IR2 at the A and Blevel, change texts to the text. Remove the word short from the IR1 specificfeature at the E level (p. 39).

Appendix A: Language-specific Information various minor editorial amendments.

Interstate Assessed Arabic at Continuers Level

Stage 1

Performance Standards minor typographical changes. (p. 16)

Stage 2

Assessment Type 2: In-depth Study 2nd

dot point, add maximum of to read(maximum of 500 words); 3

rddot point, add maximum of to read (maximum of 600

words, or 5 to 7 minutes). (p. 32). Add maximum of to the headingsA WrittenResponse to the Topic in Arabic, and A Reflective Response in English (p.33).

Delete (600 words), from 1stdot point, and (5 to 7 minutes) from 2

nddot point at the

top of the page. (p.34)

Performance Standards minor typographical changes.


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Locally Assessed Languages Background Speakers Level (Stage 1 and Stage 2)

Stage 1

Performance Standards minor typographical changes.

Stage 2


dot point, add maximum of to read(maximum of 1000 characters/800 words); 3

rddot point, add maximum of to read

(maximum of 600 words, or 5 to 7 minutes). (p. 30)

Under A Reflective Response to the Topic in [Language], add the words, maximumof, (as above).

UnderA Reflective Response in English, add the words maximum of, (as above).(p. 31)

Performance Standards minor typographical errors.

Locally Assessed Languages Continuers Level (Stage 1 and Stage 2)

Stage 1

Performance Standards minor typographical changes. (pp. 1317)

Stage 2


dot point, add maximum of to read(maximum of 1000 characters/800 words); 3

rddot point, add maximum of to read

(maximum of 600 words, or 5 to 7 minutes). (p. 28)

Under A Reflective Response to the Topic in [Language], add the words, maximum

of, (as above) (p.29)

UnderA Reflective Response in English, add the words maximum of, (as above).(p. 29)

Performance Standards minor typographical errors.

Malay Background Speakers Level (Stage 2)

Assessment Type 2: In-depthStudy 2nd

dot point, add maximum of, to read(maximum of 800 words), 3

rddot point, add maximum of to read (maximum of 600

words, or 5 to 7 minutes). (p. 17)

Add the words maximum of to the headings A Written Response to the Topic inMalay, and A Reflective Response in English. (p. 18)

Nationally Assessed Languages Background Speakers Level (Stage 1 and Stage 2)

Stage 1

Performance Standards minor typographical changes (pp. 1620)

Stage 2

Assessment Type 2: In-depth Study after last dot point under A Written Responseto the Topic, add the sentence, The written response should be a maximum of 500words/600 characters (for continuers), and 800 words/1000 characters (forbackground speakers) words. (p.30)


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UnderA Reflective Response in English, add the following sentence before the finalparagraph on the assessment design criteria: the response should be a maximum of600 words if written, or 5 to 7 minutes if an oral presentation. (p.30)

Performance Standards minor typographical errors. (pp.3640)

Nationally Assessed Languages at Continuers Level

Stage 1

Assessment Design CriteriaIdeas first dot point under relevance, deleterelevance and replace with appropriate. Third dot point reword to read, creatingdesired impact and interest and engaging the audience. Some minor revisions forclarity (p.9)

Performance StandardsIR3: replace texts with the text at the A, B, C, and Dgrade bands. Delete the students and replace with own, under IR, Analysis of theLanguage in Texts at the D and E grade bands. Under Interpretation of Meaning inTexts, delete short from IR1 at the E level, reword second specific feature under

Depth of Treatment of Ideas, Information, or Opinions, at the D level to read, Simplesentences are used with partial effectiveness to convey an idea or opinion.Sentences may be short or incomplete. (pp. 1317)

Stage 2

ContentText Types second paragraph, add blog, replace magazine with textof an (p. 23)

Assessment Design CriteriaIdeas first dot point under relevance, deleterelevance and replace with appropriate. Third dot point reword to read, creating

desired impact and interest and engaging the audience. Some minor revisions forclarity. (p. 25)

Assessment Type 2: In-depth StudyA Written Response to the Topic in[Language]add new sentence after dot points to read, The written responseshould be a maximum of 600 characters/500 words. Under A Reflective Response inEnglish, delete (600 words), and add sentence to read: The response should be amaximum of 600 words if written, or 57 minutes for an oral presentation. (p. 29)

External Assessment

Written Examination

Oral Examination replace 10 to 15 minutes with approximately 15 minutes.

Section 1: delete 5 to, to read (approximately 7 minutes).

Section 2: delete 5 to, to read (approximately 8 minutes). (p. 29)

replace The 3-hour written examination, which includes 10 minutes . . . with, The 2hour and 30 minute written examination, plus 10 minutes reading time. . . (p. 29)

Section 1: Listening and Responding

Delete last sentence in first paragraph and the following five dot points.

delete five to seven texts, and 7 to 8 minutes to read: Students hear six texts in[Language] covering a number of text types. The total listening time, for one readingof the texts without pauses, will be approximately 8 minutes. (16 minutes in total for

two readings of each text).

Add new sentence before Part A, to read, In both parts, students are expected to:


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understand general and specific aspects of texts by identifying and analysinginformation

convey information accurately and appropriately.

Part Areword first sentence to read, There will be three texts including at least oneshorter text and at least one longer text.

Part Breword sentence to read, There will be three texts, including at least oneshorter text and at least one longer text. (p. 30)

Section 2: Reading and Responding

After first sentence add, Students analyse and interpret written texts, and analyseand exchange information in response to a text or texts.

Part A reword first sentence to read, In Part A students demonstrate understandingof written texts by, for example

extracting, summarising, and/or evaluating information from two texts

responding critically to the texts

comparing and/or contrasting aspects of both texts.

Delete all other dot points and replace with sentence, Students are expected toconvey information accurately and appropriately. (p.30)

Part Bdelete express, and replace with exchange [information], in samesentence, delete and/or ideas and/or opinions and/or feelings.

2nd

paragraph on p. 31, reword to read, Students read (approximately 150 words) in[Language]. Students are required to demonstrate understanding of the text throughprocessing the information from the stimulus material. The question will specify apurpose, a context, and an audience. Students produce a text type drawn from thoseprescribed for productive use in this subject outline. One or two related texts may be

used in the stimulus text. However, if two texts are used (for example, an attachmentwithin an email) they must be presented as one text with two parts in theexamination. Students are expected to convey information coherently andappropriately. (p. 31)

Section 3: Writing in [Language]delete 200 [words] and replace withapproximately 250 words. (p.31)

Summary of Examination Specifications changes to marks scheme (p. 31)

Written Examination replace with:

Written Examination (time allocation 2 hours and 30 minutes, plus 10 minutesreading time)

Section 1: Listening and Responding

Part A: Three texts in [Language] with answers in English (15 marks)

Part B: Three texts in [Language] with answers in [Language] (15 marks)

Section 2: Reading and Responding

Part A: Two texts in [Language] with answers in English (10 marks)

Part B: One text in [Language] with response in [Language] (15 marks)

Section 3: Writing in [Language] (20 marks)

Original text to be written in [Language].

Performance StandardsIR3: replace texts with the text at the A, B, C, and Dgrade bands. Delete the students and replace with own, under IR, Analysis of the


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Language in Texts at the D and E grade bands. Under Interpretation of Meaning inTexts, delete short from IR1 at the E level. Reword second specific feature underDepth of Treatment of Ideas, Information, or Opinions, at the D level to read, Simplesentences are used with partial effectiveness to convey an idea or opinion.Sentences may be short or incomplete. (pp. 3337)

Appendix A:

Delete language-specific section for Albanian (as it is no longer offered).

Bosnian Minor editorial changes to grammar section.Dutch Add the following to the first sentence, Dutch is the national language of theNetherlands.Macedonian minor changes to layout in grammar section

Mathematics Learning Area

Mathematics and Mathematical Applications

Stage 1

Assessment Design CriteriaDelete MMP5: Contribution to group work (p.120)

School AssessmentAssessment Type 2: Folio

Performance Standards Delete specific feature MMP5 to align with change to theassessment design criteria. (pp. 123124).

In the first paragraph on the page, delete the words make an identifiable contributionto the final product and replace with submit an individual report, to read When an

investigation is undertaken by a group, each student must submit an individualreport. (p.122)

Mathematical Applications

Stage 2

Content Topic 2: Investment and Loans include the words flat and inparagraph 6, to read: Students make comparisons between flat andnominal interestrates . . . (p.14)

Assessment Design CriteriaDelete MMP5: Contribution to group work (p. 41)


In the second paragraph on the page, delete ideal to read: An investigation providesan opportunity for students to work cooperatively . . . (p. 43)

In the second paragraph on the page, delete the words make an ident ifiablecontribution to the final product and replace with submit an individual report to readWhen an investigation is undertaken by a group, each student must submit anindividual report. (p. 43)


ContentRevise the Key Questions and Key Ideas, and Considerations for

Developing Teaching and Learning Strategies to read:

Key Questions and Key Ideas Considerations for Developing Teaching andLearning Strategies


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Comparison of two or more investments Comparison of interest rates for invest-involving nominal and/or flat interest ments can be made by converting theby conversion to an equivalent advertised flat or nominal rate to anannualised rate (effective rate). effective rate. The equivalent effective rate is

where the same interest is paid but thecompounding period is one year. When theycompare investment opportunities, studentsinvestigate effective rates. Students could alsoconsider the importance of effective rates inrelation to the advertisements for savingschemes.

(p.16)

Mathematical Methods



In the last paragraph on the page, delete ideal from first paragraph to read: Aninvestigation provides an opportunity for students to work cooperatively . . . (p. 32)

In the last paragraph on the page, delete the words, make an identifiable contributionto the final product and replace with submit an individual report to read When aninvestigation is undertaken by a group, each student must submit an individualreport. (p. 32)


Mathematics Pathways

Stage 1

School Assessment Assessment Type 2: FolioIn the first paragraph on the page, delete the words make an identifiable contributionto the final product and replace with submit an individual report to read When aninvestigation is undertaken by a group, each student must submit an individualreport. (p. 15)

Stage 2


In the fifth paragraph on the page, delete the words make an identifiable contributionto the final product and replace with submit an individual report to read When aninvestigation is undertaken by a group, each student must submit an individualreport. (p. 27)

Mathematical Studies

Content Subtopic 1.3: Testing Claims about a Population Mean last paragraphunder Key Questions and Key Ideas include the words or not to read, Theconclusion of the hypothesis is to determine whether or not there is sufficientevidence to reject the null hypothesis. (p.13)



Delete ideal from last paragraph on p. 122 to read: An investigation provides anopportunity for students to work cooperatively . . . (p. 46)

In the last paragraph on the page, delete the words make an identifiable contributionto the final product and replace with submit an individual report to read When an


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investigation is undertaken by a group, each student must submit an individualreport. (p. 46)


Specialist Mathematics Assessment Design CriteriaDelete MMP6: Contribution to group work (p. 44)


Delete ideal from last paragraph on to read: An investigation provides anopportunity for students to work cooperatively . . . (p. 45)

In the last paragraph on the page, delete the words make an identifiable contributionto the final product and replace with submit an individual report to read When aninvestigation is undertaken by a group, each student must submit an individualreport. (p. 45)


Sciences Learning Area

Agriculture and HorticultureSubject Operational Information

Stage 2

Assessment Design Criteria and Specific Features change may be assessed, toread will be assessed to read: The following specific features of the assessment

design criteria for this subject will beassessed in the investigation. (p. 4)

Agriculture and HorticultureStage 1


Delete current wording for AE1.

Reposition AE3 text to AE1 and reword to read, Analysis of data and concepts andtheir connections, to formulate relevant conclusions and make relevant predictions.(p. 19)

Performance Standards amend to align with the assessment design criteria.

Stage 2

Delete AE1.

Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and theirconnections, to formulate conclusions and make relevant predictions. (p. 47)


Agricultural and Horticultural Science

Stage 2 Assessment Design Criteria



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Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and theirconclusions, to formulate conclusions and make relevant predictions. (p. 74)


Biology

Stage 1 Assessment Design Criteria




Stage 2




ChemistryStage 1

Content Chemistry Investigation SkillsIntended Student Learning for Informationand Data: Add the word bias, to the 8

thdot point to read: Evaluate evidence for bias,

credibility, accuracy and suitability. (p. 11)



Reposition AE3 to AE1 and reword to read, Analysis of data and concepts, and theirconnections, to formulate conclusions and make relevant predictions. (p. 15)


Stage 2

Content Skills Intended Student Learning for Precision, Reliability, and Accuracychange effect to read effects, in 6th paragraph to read: Use averages orgraphing as a means of detecting or minimising the effects of random errors. (p. 30)

Information and Data Add the word bias to the 8

th

paragraph to read: Evaluateevidence for bias, credibility, accuracy, and suitability. (p. 31)



Reposition AE3 to AE1 and reword to read, Analysis of data and concepts, and theirconnections, to formulate conclusions and make relevant predictions. (p. 56)


GeologyStage 1

Assessment Design CriteriaDelete current wording for AE1.


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Stage 2

ContentTopic: The Impact of Human Activities on the Earth delete the lastparagraph Discuss the role of a geologist . . . under Civil Engineering, IntendedStudent Learning. (p. 46)

Insert the words and coal seam gas are into the fifth point under fossil fuels, to read:Describe the processes by which petroleum and coal seam gasare formed, migrate,and are trapped. (p. 47)

Revise the fourth point in the Intended Student Learning on p.48 to read: Relate theevidence above to changes in the level of the following atmospheric factors: carbondioxide; oxygen; temperature. (p. 48)

Revise the second last dot point in the Intended Student Learning for themanagement of geological resources to read Explain how petroleum and coal seam

gas are extracted from the Earth. (p. 49)

Revise the last dot point in the Intended Student Learning on p.50 to read: Discussthe possible relationship between human activities over the past 200 years andchanges in the levels of the following atmospheric factors: carbon dioxide;temperature; methane. (p.50)




Examination Paper for 2013The Geological Time Scale sheet provided in theexamination will be updated to reflect changes made by the International Commissionon Stratigraphy.


NutritionStage 1

Content 6th

dot point under Intended Student Learning for Information and Data addthe word bias, to read, Evaluate information for bias, credibility, accuracy, andsuitability.



Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and theirconnections, to formulate conclusions and make relevant predictions.

Reword KU2 to read, Use of knowledge of nutrition to understand and explain issuesrelated to diet, lifestyle, culture, and health. (p. 16)


Stage 2

Content 8th dot point under Intended Student Learning for Information and Dataadd the word bias, to read, Evaluate information for bias, credibility, accuracy, andsuitability. (p. 12)


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Delete current wording for AE1 (p. 18)


Reword KU2 to read, Use of knowledge ofnutrition to understand and explain issues

related to diet, lifestyle, culture, and health. (p. 45) Core Topic 3: Food Selection and Dietary Evaluation Add new second dot point

Sensory evaluation under Key Ideas and Key Question 1.2 and correspondingparagraphs. (p. 37)


PhysicsStage 1


Delete current wording for AE1.Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and theirconnections, to formulate conclusions and make relevant predictions.

Reword KU2 to read, Use of knowledge of physics to understand and explaincontemporaryissuesand applications. (p. 18)


Stage 2


Delete current wording for AE1 (p. 18)

Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and theirconnections, to formulate conclusions and make relevant predictions.

Reword KU2 to read, Use of knowledge of physics to understand and explaincontemporaryissuesand applications. (p. 79)


Scientific StudiesStage 1





Stage 2



Assessment Type 3: Practical Investigation Replace current text with:


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For a 10-credit subject, students are required to carry out an individual practical investigationand present an individual written report.

For a 20-credit subject, students are required to carry out an individual practical investigationand present an individual written report.

The practical investigation has two parts: the practical investigation design proposal, and areport of the investigation.

The practical design proposal includes a statement of an investigable question or hypothesis,the identification of variables, and an outline of the proposed research approach and method.This proposal is assessed before the student begins the practical investigation. The designproposal is not included in the word count for the written report, but must be attached to thereport.

The individual practical investigation written report includes an introduction, the hypothesisinvestigated, the method used, the results, a discussion of the results, the conclusion, and anevaluation of the practical investigation.

For a 10-credit subject, the individual practical investigation written report should be amaximum of 1000 words (excluding the proposal).

For a 20-credit subject, the individual practical investigation written report should be a

maximum of 2000 words (excluding the proposal).For this assessment type, students provide evidence of their learning in relation to the followingassessment design criteria:

investigation

analysis and evaluation

application

knowledge and understanding.

Further information about conducting investigations can be found in the section on scientificinvestigation skills.


sam subject outline

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