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.

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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

Reading


Language

  • Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
  • Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Literature

  • Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts
  • Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
  • Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and   free verse
  • Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

Literacy

  • Analyse how text structures and language features work together to meet the purpose of a text

Year 7

Reading


Literature

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

Literacy

  • Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeals of different approaches
  • Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose
  • Use prior knowledge and text processing strategies to interpret a range of types of texts
Year 6

Measurement and Geometry


  • Investigate combinations of translations, reflections, with and without the use of digital technologies
  • Introduce the Cartesian coordinate system using all four quadrants.

Year 7

Measurement and Geometry


  • Describe translations, reflections in an axis and rotations of multiples of 90˚on the Cartesian plane using coordinates. Identify line and rotational symmetries
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
Year 6

Humanities and Social Sciences – History


Knowledge and understanding


  • Experiences of Australia's democracy and citizenship,   including the status and rights of Aboriginal people and/or Torres Strait   Islander Peoples, migrants, women and children

Humanities and Social Sciences skills


Questioning and Researching

  • Record selected information and/or   data using a variety of methods (e.g. use graphic organisers, paraphrase,   summarise) Interpret information and/or data collected (e.g. sequence events   in chronological order, identify cause and   effect, make connections with prior knowledge)

Analysing

  • Use criteria to determine the   relevancy of information (e.g. consider accuracy, reliability, publication   date and usefulness to the question)
  • Interpret information and/or data   collected (e.g. sequence events in chronological order, identify cause and   effect, make connections with prior knowledge)
  • 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 and concepts

Year 7

Humanities and Social Sciences – History


Knowledge and understanding


  • How historians and archaeologists   investigate history, including excavation and archival research
  • The range of sources that can be   used in an historical investigation, including archaeological and written   sources
  • The importance of conserving the   remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples

Humanities and Social Sciences skills


Questioning and Researching

  • Identify differences in terms of   origin and purpose between primary sources (e.g. a cartoon, speech, artefact)   and secondary sources (e.g. reference books, such as a dictionary or encyclopaedia)

Analysing

  • Use criteria to select relevant   information and/or data such as accuracy, reliability, currency and   usefulness to the question
  • 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)
  • Identify points of   view/perspectives, attitudes and/or values in information and/or data (e.g.   from tables, statistics, graphs, models, cartoons, maps, timelines)

Evaluating

  • 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

  • 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