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.

The Authority has developed a process map to guide and support schools to participate in moderation activities. Each step is clearly articulated in a module, and further supported with sample documents that schools and teachers may use in their moderation activities.

  • Moderation
  • 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.

    In 2021, the School Curriculum and Standards Authority continued to implement the Year 6 and Year 7 moderation process. The Authority developed moderation tasks including marking keys for English, Mathematics, Science, Humanities and Social Sciences, Health and Physical Education (Health Education), Technologies (Design and Technologies) and The Arts (Visual Arts). These tasks developed for 2021 moderation are provided below for use by all schools.

    The moderation process has been extended to include a range of year levels in 2022. Information will be available through the K-10 Circular.

    In 2021, the School Curriculum and Standards Authority conducted a Year 4 pilot moderation process. The Authority developed moderation tasks including marking keys for Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. These tasks developed for the 2021 moderation pilot are provided below for use by all schools.

    This moderation process has been extended in 2022 for Year 6 Languages. Information will be available through the K-10 Circular.

    The purpose of the School Curriculum and Standards Authority’s (the Authority) moderation process is to work with schools and teachers to develop a comprehensive and shared understanding of the Achievement Standards. The analysis of the Standards supports teachers to collect evidence in order to make judgements for reporting purposes.

    The Authority’s Pre-primary to Year 10: Teaching, Assessing and Reporting Policy and Policy Standards requires schools to develop processes to support all teachers in making valid and reliable judgements. The Authority’s moderation process supports schools to fulfil this requirement.

    The Board of the School Curriculum and Standards Authority has approved the extension of the moderation process to include a range of year levels and learning areas in 2022 to include Year 4 English, Year 4 Humanities and Social Sciences, Year 4 Digital Technologies, Year 6 Languages (Chinese: Second Languages, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language), Year 6 Physical Education, Year 6 Visual Arts, Year 7 Visual Arts, Year 8 English and Year 8  Humanities and Social Sciences. Information will be available through the K-10 Circular in relation to participation and registration.

    Year 4

    Language
    Expressing and developing ideas

    • Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

    Literacy
    Interpreting, analysing, evaluating

    • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

    Creating Texts

    • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

    Literature
    Responding to literature

    • Discuss literary experiences with others, sharing responses and expressing a point of view
    • Use metalanguage to describe the effects of ideas, text structures and language features of literary texts
    Year 8

    Language

    • Understand how coherence is created in complex texts through devices like lexical cohesion, ellipses, grammatical theme and text connectives
    • Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts
    • Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

    Literacy

    • Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts
    • Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener
    • Create imaginative, informative and persuasive texts that raise issues, report events, and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate
    Year 4

    The Earth's environment sustains all life
    Knowledge and Understanding

    • The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably

    Humanities and Social Sciences Skills

    • Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information)
    • Translate collected information and/or data in to different formats (e.g. create a timeline, change data into a table and/or graph)
    • Draw and justify conclusions, and give explanations, based on the information and/or data displayed in texts, tables graphs and maps (e.g. show similarities and differences)
    • Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms
    Year 8

    Changing nations
    Knowledge and Understanding

    • The reasons for, and effects of, international migration in Australia

    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
    • Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g. change over time in a series of images, identify spatial distributions from a map)
    • 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

    Landforms and landscapes
    Knowledge and Understanding

    • The different types of landscapes in Australia and their distinctive landform features (e.g. coastal, riverine, arid, mountain, karst)
    • The spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples
    • The geographical processes that produce landforms, including a case study of one type of landform, such as mountains, volcanoes, riverine or coastal landforms
    • The causes, spatial distribution, impacts and responses to a geomorphic hazard (e.g. volcanic eruption, earthquake, tsunami, landslide, avalanche)
    • How the effects caused by geomorphic hazards are influenced by social, cultural and economic factors (e.g. where people choose to live, poverty, the available infrastructure and resources to prepare and respond to a hazard)
    • How the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphic hazards
    Year 6

    Chinese: Second Language

    Communicating
    Socialising

    • Participate in guided written tasks to plan future events or activities, through invitations

    Informing

    • Locate and convey key information in a range of written and digital informative texts, related to personal and social worlds using learnt words, phrases and characters

    Understanding
    Systems of language

    • Recognise and use grammatical features to form sentences to express details such as the time, place and manner of an action and to sequence ideas, including:
      • comparing the use of tenses in English and Chinese, for example, how future tense is often expressed through time phrases in Chinese, for example, 我明天去北京;下个星期去上海
      • identifying the use of adverbial phrases and extending understanding of sentence structure using subject–time–place–manner–verb–object, for example, 我星期一上学;我在澳大利亚上学; 我走路上学
      • examining the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明,是我的朋友 (i.e. no subject/pronoun)
    Year 6

    French: Second Language

    Communicating
    Socialising

    • Initiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time
    • Participate in routine exchanges to express feelings, opinions and personal preferences

    Informing

    • Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds

    Translating

    • Experiment with bilingual dictionaries and/or online translators, considering the relative advantages or limitations of each resource

    Understanding
    Systems of language

    • Explain and apply features of intonation, pronunciation and writing conventions used in different contexts and types of texts
    • Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:
      • using je/tu/il/elle/on/nous/vous/ils/elles + present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
      • using the indicative plus the infinitive, for example, J’aime jouer au tennis; Ils vont faire du surf, and le futur proche, for example, je vais partir
      • formulating questions using Est-ce que… ? and experimenting with inverted form of the verb, or changed intonation, for example, Est-ce que tu joues de la guitare ?; Joues-tu de la guitare ?; Tu joues de la guitare ?
      • understanding and using negative constructions, for example, Tu ne viens pas au cinéma ? and including the use of de after a negative verb form, for example, Je n’ai pas de photos
      • using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord !; Mais non !; Bien sûr !; Voilà !
    Year 6

    German: Second Language

    Communicating
    Socialising

    • Interact with others, using descriptive and expressive language to exchange information and relate experiences about free time
    • Participate in routine exchanges to express feelings, opinions and personal preferences

    Informing

    • Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
    • Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts

    Translating

    • Experiment with bilingual dictionaries and/or online translators, considering the relative advantages or limitations of each resource

    Understanding
    Systems of language

    • Apply phonic and grammatical knowledge to spell and write unfamiliar words
    • Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:
      • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
      • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, for example, Ich darf zu dir kommen; ich muss mein Zimmer aufräumen
      • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, immer, selten and nie
      • understanding the meaning of the conjunctions  dass and  weil
      • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fußball gespielt
      • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor and formulaic expressions such as früher; später; am Wochenende; in den Ferien
    Year 6

    Indonesian: Second Language

    Communicating
    Socialising

    • Initiate interactions with others, using descriptive and expressive language to exchange information and relate experience about free time

    Translating

    • Experiment with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

    Understanding
    Systems of language

    • Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:
      • using adjectives to describe people, activities and things, for example, Saya suka membaca buku misteri karena menarik; Sepupu saya pandai dan cantik; Rendang itu pedas dan enak
      • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
      • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
      • referring to relationships between people and things using prepositions, for example, untuk, kepada, Kami membeli sepatu baru untuk bermain sepak bola
      • expressing reactions with exclamations, for example, Kasihan!; Hebat!; Asyik!
      • comparing and evaluating using comparatives and superlatives, for example, Saya lebih suka berselancar daripada menonton televisi; Bola basket adalah olahraga yang paling popular di kelas saya
      • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop; Pada hari Minggu saya berselancar dengan bapak di pantai
      • describing actions using ber- and me- verbs related to free time activities, for example, berselancar, berbicara, menonton, melihat
    Year 6

    Italian: Second Language

    Communicating
    Socialising

    • Initiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time
    • Participate in routine exchanges to express feelings, opinions and personal preferences about people, things and places
    • Collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Italian, developing projects or budgeting for a shared event

    Informing

    • Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
    • Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts, to suit specific audiences and contexts

    Reflecting

    • Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments

    Understanding
    Systems of language

    • Explain and apply features of intonation, pronunciation and writing conventions such as understanding that there are both grave accents (è)and acute accents (perché)
    • Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:
      • expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
      • expressing negation, for example, Noi non guardiamo la televisione; Non pratico lo sport
      • formulating questions and requests, for example, Cosa fai il weekend?; Dove andiamo stasera?
      • recognising the position of adverbs in sentences, for example, Non vado mai in città/al cinema
      • using all forms of the present tense of regular and some irregular verbs to present situations and events, including those in the immediate future, for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as Ti piace giocare a carte o preferisci giocare a pallone?; Domani sera andiamo al ristorante per la cena
      • using the perfect tense of common verbs such as essere + andare, avere + vedere and giocare to relate experiences, for example, Domenica pomeriggio Alex ed io siamo andati in citta. Abbiamo visto un film e poi abbiamo mangiato una pizza
    • Understand how Italian texts use language in ways that create different effects and suit different audiences
    Year 6

    Japanese: Second Language

    Communicating
    Socialising

    • Initiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time and to show interest in and respect for them

    Translating

    • Experiment with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

    Understanding
    Systems of language

    • Use context-related vocabulary and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts to generate language for a range of purposes, including:
      • using verbs to indicate – Would you …? Shall we …? ~ませんか ; ~ましょうか
      • understanding the use of これ/それ/あれ/どれ
      • using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見てください;トイレ に いっても いい ですか
      • knowing how to use common counters and classifiers such as こ/ひき/ まい/ ぴき/えん
      • using conjunctions such as そして、それから to link ideas
    Year 6

    Movement and physical activity

    • 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 4

    Processes and production skills
    Digital implementation

    • Use simple visual programming environments that include a sequence of steps (algorithm) involving decisions made by the user (branching)
    • Create and communicate ideas and information safely, using agreed protocols (netiquette)

    Investigating and defining

    • Define a sequence of steps to design a solution for a given task

    Designing

    • Develop and communicate design ideas and decisions, using annotated drawings and appropriate technical terms

    Producing and implementing

    • Select, and safely use, appropriate components and equipment to make solutions

    Collaborating and managing

    • Work independently, or collaboratively when required, to plan, create and communicate ideas and information for solutions

    Evaluating

    • Use criteria to evaluate and justify simple design processes and solutions
    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)
    • 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

    The Board of the School Curriculum and Standards Authority has approved the extension of the moderation process to include curriculum and assessment seminars for a limited number of year levels and learning areas in 2022 to include Years 5 and 6 Mathematics, Technologies (Design and Technologies), Years 3 and 4 Science and Year 8 Science. Information will be available through the K-10 Circular in relation to participation and registration.

    The purpose of the School Curriculum and Standards Authority’s (the Authority) Curriculum and Assessment Seminars is to work with teachers to develop a comprehensive and shared understanding of the mandated Principles of Teaching, Learning and Assessment in the Western Australian Curriculum and Assessment Outline.

    The seminars will exemplify models of learning area planning, including formative and summative assessment to develop authentic assessment tasks that enable teachers to collect a suite of evidence to support comparable judgements against the year-level Achievement Standard.

    Years 5 and 6
    • Exemplify the ways of assessing in Mathematics.
    • Develop assessment tasks and marking keys using the year-level curriculum.
    • Support teachers to collect a suite of evidence to inform teacher judgements against the year-level Achievement Standard.
    Years 3 and 4
    • Exemplify a model of Science planning as articulated in the Science overview.
    • Illustrate the use of the investigation templates as discreet skills or units of work.
    • Support teachers to collect a suite of evidence to inform teacher judgements against the Year-level Achievement Standard.
    • Create opportunities to teach and assess Science Understanding, Science as a Human Endeavour and the Science Inquiry Skills using an integrated teaching and learning approach in the primary context.
    Year 8
    • Exemplify a model of Science planning articulated in the Science overview.
    • Illustrate the use of the investigation templates as discreet skills or units of work.
    • Support teachers to collect a suite of evidence to inform teacher judgements against the Year-level Achievement Standard.
    • Create opportunities to teach and assess Science Understanding, Science as a Human Endeavour and the Science Inquiry Skills using an integrated learning approach in the secondary context.
    Years 5 and 6
    • Exemplify a model of Design and Technologies planning across a range of contexts.
    • Illustrate the use of the Processes and production skills that sit across the Design and Technologies learning area.
    • Develop context-specific assessment tasks.
    • Use of marking keys to support the assessment of Processes and production skills.
    • Support teachers to collect a suite of evidence, including a range of contexts, to inform teacher judgements against the year-level Achievement Standard.