Moderation Support Materials

The purpose of the moderation process is to work with schools and teachers to develop a comprehensive and shared understanding of the achievement standards. Teachers will develop an understanding of the benefits and use of marking keys as diagnostic tools and in making valid, reliable and consistent judgements on student achievement. The deep analysis of the standards, along with engagement with the assessment pointers, will also support teachers to collect evidence in order make judgements for reporting purposes. Schools who participate in the moderation process with the Authority will be able to apply the model within their school for school-based moderation and comparability practices across all year levels.

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In 2017 the School Curriculum and Standards Authority conducted a Year 6 and Year 7 pilot moderation process with a network of schools in Western Australia. The Authority developed moderation tasks including marking keys for English, Mathematics and Science for both Year 6 and Year 7. These tasks developed for the 2017 moderation pilot are provided below for use by all schools. This moderation process has been extended in 2018 to include Humanities and Social Sciences. The 2018 April circular will have details for schools wishing to participate this year.

The Board of the School Curriculum and Standards Authority has approved the continuation of Year 6 and Year 7 Moderation for 2019. To facilitate teacher planning for next year, teachers of English, Mathematics, Science and Humanities and Social Sciences are advised that the content for the 2019 common task, the content of the common task to be used in the moderation is listed below.

Participating schools in 2019 will have the responsibility to consider the curriculum content that will be covered in the moderation task to plan and sequence their teaching and learning accordingly. This will ensure that the relevant prior learning has taken place before the moderation tasks have been administered. Online registration for participation in the moderation will be open to schools in January 2019 with further details in the first circular of the year.

The School Curriculum and Standards Authority (Authority)  cancelled the 2020 Year 6 and Year 7 Moderation process due to circumstances relating to COVID-19.

The Authority distributed a survey to all registered teachers in June 2020 to identify the uptake of schools implementing the Year 6 and Year 7 Moderation assessment tasks and to gauge interest for a corresponding moderation activity late in Term 3. The survey results showed that many teachers were impacted by COVID-19 and unable to engage with the moderation process as a result, and the moderation activities were cancelled for Term 3.

Year 6

Literacy

Interpreting, Analysing, Evaluating

  • Analyse how text structures and language features work together to meet the purpose of a text
  • Analyse strategies authors use to influence readers
  • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

Literature

Responding to Literature

  • Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal responses to a text
  • Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
Year 7

Literacy

Interpreting, Analysing, Evaluating

  • Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose
  • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

Literature

Responding to Literature

  • Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

Examining Literature

  • Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of difference approaches
Year 6 Health Education

Personal, social and community health

Being healthy, safe and active

  • Strategies that promote a healthy lifestyle, such as:
  • being safe in an online environment

Communicating and interacting for health and wellbeing

  • Situations in which emotions can influence decision-making:
    • in peer group
    • with friends
    • with family
Year 7 Health Education

Personal, social and community health

Being healthy, safe and active

  • Strategies to promote safety in online environments
  • Help-seeking strategies that young people can use in a variety of situations

Communicating and interacting for health and wellbeing

  • The impact of relationships on own and others’ wellbeing:
    • applying online and social protocols to enhance relationships
Year 6 Physical Education

Movement and physical activity

Moving our body

  • Fundamental movement skills demonstrating adjustment of force and speed to improve accuracy and control
  • Linking of fundamental movement skills to specific skills used in organised games, sports and activities, such as linking kicking to passing and shooting in soccer
  • Basic strategies and tactics to successfully achieve an offensive or defensive outcome or goal:
    • use of appropriate skills
    • spatial awareness
    • relationship to and with objects, people and space
Year 7 Physical Education

Movement and physical activity

Moving our body

  • Movement skills and sequences within different physical activity contexts and settings
  • Strategic skills and tactical skills used to create, use and defend space
  • Defensive skills used to gain control and retain possession
Year 6

Knowledge and understanding

  • The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region
  • Differences in the economic characteristics (e.g. per capita income, energy consumption), demographic characteristics (e.g. population size, density) and social characteristics (e.g. life expectancy, education) of a selection of countries across the world

Humanities and Social Sciences skills

  • Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge)
  • Translate collected information and/or data to a variety of different formats (e.g. create a timeline, draw maps, convert a table of statistics into a graph)
  • Draw and justify conclusions, and give explanations, based on the information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer relationships)
Year 7

Knowledge and understanding

  • The factors that influence the decisions people make about where to live and their perceptions of the liveability of places
  • The influence of accessibility to services and facilities on the liveability of places
  • The influence of environmental quality on the liveability of places

Humanities and Social Sciences skills

  • Use a variety of methods to collect relevant information and/or data from a range of appropriate sources, such as print, digital, audio, visual and fieldwork
  • Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers)
  • Develop texts, particularly descriptions and explanations, using appropriate subject‐specific terminology and concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources
Year 6

Number and Algebra

Number and Place Value

  • Identify and describe properties of prime, composite, square and triangular numbers

Patterns and Algebra

  • Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence

Measurement and Geometry

Shape

  • Construct simple prisms and pyramids
Year 7

Number and Algebra

Number and Place Value

  • Investigate and use square roots of perfect square numbers

Patterns and Algebra

  • Introduce the concept of variables as a way of representing numbers using letters
  • Create algebraic expressions and evaluate them by substituting a given value for each variable
  • Extend and apply the laws and properties of arithmetic to algebraic terms and expressions

Linear and Non-linear Relationships

  • Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point
  • Solve simple linear equations
  • Investigate, interpret and analyse graphs from authentic data

Measurement and Geometry

Shape

  • Draw different views of prisms and solids formed from combinations of prisms

The three Science strands, including Science Inquiry Skills, Science as a Human Endeavour and Science Understanding, are integrated and the focus for Science moderation in 2021. Students' experiences of school science should mirror and connect to this multifaceted view, supporting teacher understanding of standards and ensuring state-wide comparability.

As part of the Moderation process, teachers are required to:

  • Use the common Investigation Template that exemplifies Science Inquiry Skills, applying any of the four sub-strands (available on the Authority’s website)
  • Select an additional piece of work that exemplifies Science as a Human Endeavour
  • Select an additional piece of work that exemplifies Science Understanding (does not have to feature in the Investigation, and teachers may choose a sample from any of the four sub-strands.

This suite of student work aims to ensure teachers are provided with a range of evidence to make on-balance judgments against a five-point scale.

Year 6

Science Inquiry Skills

Questioning and predicting

  • With guidance, pose clarifying questions and make predictions about scientific investigations

Planning and conducting

  • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks
  • Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate

Processing and analysing data and information

  • Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate
  • Compare data with predictions and use as evidence in developing explanations

Evaluating

  • Reflect on and suggest improvements to scientific investigations

Communicating

  • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

Science Understanding

Biological sciences

  • The growth and survival of living things are affected by physical conditions of their environment

Chemical sciences

  • Changes to materials can be reversible or irreversible

Earth and Space sciences

  • Sudden geological changes and extreme weather events can affect Earth’s surface

Physical sciences

  • Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources

Science as a Human Endeavour

Nature and development of science

  • Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

Use and influence of science

  • Scientific knowledge is used to solve problems and inform personal and community decision
Year 7

Science Inquiry Skills

Questioning and predicting

  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge

Planning and conducting

  • Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and   experiments, ensuring safety and ethical guidelines are followed
  • Measure and control variables, select equipment appropriate to the task and collect data with accuracy

Processing and analysing data and information

  • Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate
  • Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

Evaluating

  • Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements
  • Use scientific knowledge and findings from investigations to evaluate claims based on evidence

Communicating

  • Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate

Science Understanding

Biological sciences

  • Classification helps organise the diverse group of organisms
  • Interactions between organisms, can be described in terms of food chains and food webs; human activity can affect these interactions

Chemical sciences

  • Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques

Earth and Space sciences

  • Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon
  • Some of Earth’s resources are renewable but others are non-renewable
  • Water is an important resource that cycles through the environment

Physical sciences

  • Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object

Science as a Human Endeavour

Nature and development of science

  • Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available

Use and influence of science

  • Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of culture

The content focus for Design and Technologies moderation in 2020 is Processes and production skills. A skills based focus provides the opportunity for teachers to select a Technologies context that is both relevant and appropriate to their students and school. Teachers have the flexibility to provide students with assessment strategies that best reflect their knowledge and understanding of the content. Teachers are encouraged to collate a suite of student work that exemplify the Design and technologies process and production skills including: Investigating and defining, Designing and Evaluating.

Year 6

Processes and production skills

Investigating and defining

  • Define a problem, and set of sequenced steps, with users making decisions to create a solution for a given task
  • Identify available resources

Designing

  • Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology

Evaluating

  • Develop collaborative criteria to evaluate and justify design processes and solutions
Year 7

Processes and production skills

Investigating and defining

  • Define and break down a given task, identifying the purpose
  • Consider components/resources to develop solutions, identifying constraints

Designing

  • Design, develop, review and communicate design ideas, plans and processes within a given context, using a range of techniques, appropriate technical terms and technology
  • Follow a plan designed to solve a problem, using a sequence of steps

Evaluating

  • Independently apply given contextual criteria to evaluate design processes and solutions

The Visual Arts task is designed so that teachers may select from any of the following:

Art forms: Collage/Mixed media, Ceramics, Painting, Assemblage, Illustration, Textiles, Photography, Printmaking, Jewellery

Art style/s: Yvonne Zago, Seth Globepainter (Julian Malland), Fleur Schell

Inspiration: Australian flora and fauna, natural world, symbolism and imagination to explore key ideas

Year 6

Making

Ideas

  • Exploration of artwork inspired by observation or imagination from various artists and cultures that use materials and techniques to enhance the artist’s belief or viewpoint
  • Application of visual art elements and selection of materials, media and/or technologies, to communicate an idea, belief or viewpoint

Skills

  • Development and application of artistic techniques and processes with:
  • shape (exaggerated proportions; motifs; fonts)
  • colour (colour wheel; tertiary colour)
  • line (lines that create an illusion)
  • space (focal point and
    one-point perspective; basic facial proportions; horizontal and vertical symmetry)
  • texture (real and simulated)
  • value (highlights; shadows; form) to create artwork
  • Use of a variety of techniques, art processes and art forms, such as digital imaging, lino printing or stencils to suit purpose

Production

  • Presentation and reflection of ideas, feelings, beliefs and viewpoints expressed in artwork, including consideration of audience and feedback

Responding

  • Personal responses, using visual art terminology, about how visual art elements, techniques and symbolic meaning communicate ideas and messages; and identifying factors that influence artwork from different social, cultural and historical times
Year 7

Making

Inquiry

  • Ideas and design development for art-making (e.g. brainstorm, mind map, annotation/sketches, media testing)
  • Application of techniques and processes suited to 2D and/or 3D artwork  (e.g. one-colour lino print, observational drawing)
  • Visual art language (visual art elements and principles of design) used in the development of artwork (e.g. using repetitive shapes and colour to create a pattern)
  • Art-making intentions identified through annotations or conversations (e.g. keeping a written or digital journal, or portfolio or question/answer; one-to-one, or group debriefs; discussing responses to artwork)

Art Practice

  • Processes to develop and produce artwork
  • Processes and finished artwork appraised; ways to improve art practice; reflection
  • Techniques and processes to support representation of ideas in their art-making

Responding

Analysis

  • Use of visual art elements (line, tone/value, colour, shape, texture, form and space; principles of design (movement, balance, rhythm, harmony, pattern, contrast, unity, repetition, scale)); visual conventions and visual art terminology to respond to artwork (e.g. dot point form, discussion or written format)

Interpretation/Response

  • Personal opinions about their own artwork and the work of others’, supported by examples within artwork
In 2021 the School Curriculum and Standards Authority is conducting a pilot moderation process for Year 4 Languages. The Authority will develop the common moderation tasks for Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language, including the marking keys.

Communicating

Socialising

Interact with their teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school

Participate in individual and collaborative tasks that involve asking for and giving permission, apologising and excusing; raising hand and using phrases, such as 老师、我不懂 to request assistance in learning activities

Informing

Locate, process and convey factual information from familiar types of spoken and/or visual texts related to their personal and social worlds

Locate factual information, key words or familiar characters in texts related to their personal and social worlds and use this information to inform others using learnt words, phrases and characters

Creating

Participate in and respond to imaginative texts, discussing messages and using modelled language to make statements about characters or themes

Create and perform their own representations of familiar songs, poems or stories for different audiences, using voice, rhythm and appropriate gesture and action

Create and perform short written imaginative texts, using simple characters and short sentences that follow the basic subject-verb-object structure

Translating

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts

Understanding

Systems of language

Understand the components of Pinyin, such as the different combinations of consonant and vowel/vowels

Recognise and reproduce familiar or simple Pinyin but not always with correct tone marks

Explore Chinese characters from familiar contexts using stroke types and sequences, component forms and their arrangement

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the Chinese grammatical system, including:

  • understanding that Chinese   sentences have a particular word order
  • exploring basic sentence structure in Chinese, consisting of subject-verb-object   and comparing similar sentences constructed in English and Chinese
  • recognising and using some familiar verbs   for daily routine, such as醒来/叫醒、去睡觉、吃、去上学、玩、学习、听音乐、读书/看书、看电视

Notice differences in familiar texts, for example, personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose

Role of language and culture

Recognise that Chinese contains influences from other languages and understand the diversity of languages and cultures represented in the classroom

Communicating

Socialising

Interact with their teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests

Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions

Informing

Locate and process factual information in a range of spoken, written and/or visual texts related to their personal and social worlds

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds

Creating

Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language

Translating

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts

Understanding

Systems of language

Write high-frequency words and expressions in familiar contexts

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the French grammatical system, including:

  • observing the relationship between subject   pronouns and verb endings, using je/tu/il/elle/on + present tense of   verbs associated with familiar actions
  • expressing negation in simple sentence structures   and colloquial expressions in le présent
  • using an increasing range of adjectives including   irregular adjectives
  • using some adverbs to elaborate on simple verb   statements

Notice differences in familiar texts, for example, personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose

Role of language and culture

Understand that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

Communicating

Socialising

Interact with their teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests

Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions

Informing

Locate and process factual information in a range of spoken, written and/or visual texts related to their personal and social worlds

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds

Creating

Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language

Translating

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts

Understanding

Systems of language

Apply basic rules for German pronunciation

Apply punctuation rules in German, including the use of full stops and commas in ordinal and decimal numbers

Write high-frequency words and expressions in familiar contexts

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and applying elements of the German grammatical system, including:

  • describing capabilities and   preferences using limited forms of the modal verbs können and mögen
  • joining words, phrases and sentences   using und, oder and aber
  • forming questions using subject–verb   inversion
  • understanding a range of question   words and the intended/related answers
  • describing   location using prepositional phrases
  • using present tense verbs referring   to a noun or pronoun or combination

Notice differences in familiar texts, for example, personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose

Role of language and culture

Recognise that German is the sole official language of Germany, Austria and Liechtenstein, an official language in Switzerland, Belgium, Luxembourg and South Tyrol and an important European and global language

Communicating

Socialising

Interact with their teacher and peers orally and in writing to exchange information about aspects of their personal world, including their daily routines at home and school and their interests

Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving a problem and sharing decisions

Informing

Locate and process factual information in a range of spoken, written and visual texts related to personal and social worlds

Gather and convey factual information, simple statements and short descriptions from familiar texts related to personal and social worlds

Creating

Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language

Translating

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts

Understanding

Systems of language

Write high-frequency words and expressions in familiar contexts

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the Indonesian grammatical system, including:

describing objects using concrete nouns, such as rooms in the house and school

  • describing objects using simple adjectives
  • specifying location using prepositions
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time, telling the time on the hour and using   days of the week
  • understanding the rules for   subject-verb-object sentence construction, and possessive word order
  • recognising that the same rules of   punctuation apply as in English, for example, using capital letters and full   stops for sentences

Notice differences in familiar texts, for example, personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose

Role of language and culture

Understand that Indonesian is a standardised language and is used in official contexts, for example, government, media and education and that it also borrows from and influences other languages

Communicating

Socialising

Interact with their teacher and peers orally and in writing to exchange information about aspects of their personal world, including their daily routines at home and school and their interests

Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving a problem and sharing decisions

Informing

Locate and process factual information in spoken, written and/or visual texts related to their personal and social worlds

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds

Creating

Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language

Translating

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts

Understanding

Systems of language

Develop pronunciation and intonation in Italian

Recognise some of the rules of spelling and punctuation

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the Italian grammatical system, including:

  • using gender, singular and plural   nouns in the regular form
  • using   subject pronouns in context
  • conjugating common regular   and irregular verbs in the singular (io/tu/lui/lei) in the present tense
  • expressing preferences and reasons   for preferences
  • using simple prepositions to   indicate location or direction
  • using simple conjunctions
  • recognising and using the names for   the days of the week

Notice differences in familiar texts, for example, personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose

Role of language and culture

Recognise that Italian is the official language of Italy, the Vatican City, San Marino and parts of Switzerland and is a major community language in other parts of the world, including Australia

Communicating

Socialising

Interact with their teacher and peers orally and in writing to exchange information about aspects of their personal world, including their daily routines at home and school and their interests

Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving a problem and sharing decisions

Informing

Locate and process factual information in spoken, written and/or visual texts related to their personal and social worlds

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds

Creating

Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language

Translating

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts

Understanding

Systems of language

Begin to write their own words, structures and phrases in hiragana with the support of a hiragana chart and word lists

Recognise and write frequently-used kanji

Read and write words using hiragana

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the Japanese grammatical system, including:

  • beginning   to use counters in Japanese
  • indicating   time and frequency using expressions, such as まいにち、ときどき
  • telling   time using ~じ/ ~じはん です;  なんじ ですか
  • understanding   words and expressions indicating direction or means of transportation

Notice differences in familiar texts, such as personal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose

Role of language and culture

Understand that Japanese is a standardised language and that there are different dialects spoken in different regions of Japan