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 Year 6 and 7 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.

For registration information regarding 2020 Year 6 and Year 7 Moderation, click here: https://www.scsa.wa.edu.au/events/2020-year-6-and-year-7-moderation2

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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.

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

Economics and Business

  • The impact consumer purchasing decisions can have on a family, the broader community (e.g. purchasing from the local growers’ market or a supermarket chain) and the environment (e.g. pollution, waste)

Humanities and Social Sciences skills

Questioning and Researching

  • Develop and refine a range of questions required to plan an inquiry
  • Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise)

Analysing

  • Translate collected information and/or data in to a variety of different formats (e.g. create a timeline, draw maps, convert a table of statistics into a graph)
  • Identify different points of view/perspectives in information and/or data (e.g. analyse language, identify motives)

Evaluating

  • 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)

Communicating and Reflecting

  • Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology)
Year 7

Knowledge and understanding

Economics and Business

  • How consumers rely on businesses to meet their needs and wants
  • How businesses respond to the demands of consumers (e.g. responding to preference for healthy options, environmentally friendly products and packaging, organic food)

Humanities and Social Sciences skills

Questioning and Researching

  • Construct a range of questions, propositions and/or hypotheses
  • 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

Analysing

  • Apply subject specific skills and concepts in familiar and new situations

Evaluation

  • Draw evidence-based conclusions by evaluating information and/or data to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments, issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships

Communicating and Reflecting

  • Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, timelines, maps, other graphic organisers)
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 content focus for Science moderation in 2020 is Science Inquiry Skills. Teachers may apply the Science Understanding content from any of the four sub-strands in this learning area. Teachers may use the investigation template as part of their daily teaching and learning. The Inquiry Skills content focus facilitates the opportunity for a greater number of schools to participate in the moderation exercise and support teachers with comparability of student assessment and reporting.

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

Select a Science Understanding for the investigation from:

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
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

Select a Science Understanding for the investigation from:

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

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: Kenny Scharf, Takashi Murakami, Joan Miro, Liam Dee

Inspiration: pop culture: music, sport, media, fashion, games etc. 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