new qce (queensland certificate of education) and …...new qce (queensland certificate of...

New QCE (Queensland Certificate of Education) and SATE (Senior Assessment and

Tertiary Entrance)

Term 2, 2018

Supporting state

schools

State School staff

and students

Support networks

• Statewide departmental

support

• Regional support

• School clusters activities

• School activities

• Reducing the number of assessments

• Strengthening school-based assessment

• Introducing external assessment

• Judging and reporting student achievement

• Building assessment expertise.

det.qld.gov.au/programsinitiatives/education/Documents/advancing-futures-sate.pdf

Senior assessment reforms

https://det.qld.gov.au/programsinitiatives/education/Documents/advancing-futures-sate.pdf

• Moving from the Overall

Position (OP) to the Australian

Tertiary Admission Rank

(ATAR)

• Calculating student ATARs

• A more inclusive tertiary

entrance rank

• English as a requirement for

ATAR eligibility

• Other tertiary entrance

pathways

Tertiary entrance reforms

det.qld.gov.au/programsinitiatives/education/Documents/advancing-futures-sate.pdf

https://det.qld.gov.au/programsinitiatives/education/Documents/advancing-futures-sate.pdf

What are we doing to prepare?

• All teachers of senior subjects have attended professional development run by QCAAo 23 syllabus sessionso 27 teachers attended (some multiple sessions)

• All teachers have completed online professional development modules provided by QCAA

• Many teachers are completing online modules on Assessment literacy courses provided by QCAA

• Senior leaders planning for 2019

• Cluster meetings

Our school’s activities

Timeline for implementation

2017 2018 2019 2020 2021

Year 11 Year 12 Year 10Year 9

First cohort in the NEW SYSTEM

Year 12Year 11Year 10

Last cohort in the CURRENT SYSTEM

Main points:New syllabuses developed for use from 2019. The new syllabuses will:

• define course content, which will be organised into four units (units 1 & 2 developmentally less complex than units 3 & 4)

• inform teaching

• outline assessment requirements

• include instrument specific marking guides for each school-based assessment.

Valid and reliable assessment

https://www.qtac.edu.au/for-parents

Session 2 Thursday 26th July

ATAR+

Science+

Humanities

https://www.qtac.edu.au/for-parents

https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/information-school-communities

Session 3Thursday

23rd August

QCE+

HPE / Arts+

Technologies

https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/information-school-communities

Curriculum HODEnglish: Mrs Halena Hall

Mathematics: Mr Andreas Foondun

English 2019 and beyond

General subject:

• English 2019 (Old - Authority English)

Applied Subject:

• Essential English 2019 (Old - English Communication)

English Curriculum Matrix

Yr 7 – 9 Yr 10Applied

Yr 10 General

Yr 11 – 12Applied

Yr 11 -12General

English Essential English

English Essential English

English

SUBJECT PRE-REQUISITES

Year 11

General English – students need to achieve at least a C in Grade 10 English (General).

If students have not gained a C in Year 10 English (General), they should choose to study Essential English in Year 11.

General English:

Subject SummaryThe subject English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts.

Pathways

• English is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility.

STRUCTURE:UNIT 1 UNIT 2 UNIT 3 UNIT 4Perspectives and texts

•Examining and creating perspectives in texts

•Responding to a variety of non-literary and literary texts

•Creating responses for public audiences and persuasive texts

Texts and culture

•Examining and shaping representations of culture in texts

•Responding to literary and non-literary texts, including a focus on Australian texts

•Creating imaginative and analytical texts

Textual Connections

•Exploring connections between texts

•Examining different perspectives of the same issue in texts and shaping own perspectives

•Creating responses for public audiences and persuasive texts

Close Study of Literary Texts

•Engaging with literary texts from diverse times and places

•Responding to literary texts creatively and critically

•Creating imaginative and analytical texts

ASSESSMENT:

Formative: Yr 11UNIT 1 UNIT 2

Formative Internal assessment 1 (F1):• Extended response — written response for a public audienceConditions • Length: 1000–1500 words.

25% Formative internal assessment 3 (F3):•Extended response — imaginative written response, seen exam.Conditions • Time: 2 hours plus planning (15 minutes) • Length: 800–1000 words

25%

Formative internal assessment 2 (F2):• Extended response — persuasive spoken response Conditions • Spoken: 5–8 minutes

25% Formative internal assessment 4 (F4):•Examination — analytical written response, unseen exam Conditions • Time: 2 hours plus planning time (15 minutes) • Length: 800–1000 words.

25%

In Units 3 and 4 students complete four

summative assessments.

The results from each of the assessments are

added together to provide a subject score out of

100. Students will also receive an overall subject

result (A–E).

ASSESSMENT:Formative: Year 12UNIT 3 UNIT 4

Summative Internal assessment 1 (IA1):• Extended response — written response for a public audienceConditions • Length: 1000–1500 words.

25% Summative internal assessment 3 (IA3):•Extended response — imaginative written response, seen exam.Conditions • Time: 2 hours plus planning (15 minutes) • Length: 800–1000 words

25%

Summative internal assessment 2 (IA2):• Extended response — persuasive spoken response Conditions • Spoken: 5–8 minutes

25% Summative external assessment 4 (EA4):•Examination — analytical written response , unseen exam.Conditions • Time: 2 hours plus planning time (15 minutes) • Length: 800–1000 words.

25%

Instrument Specific Marking Guides (ISMGs)

Essential English:Subject Summary• The subject Essential English develops and refines

students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts.

• The subject encourages students to recognise language and texts as relevant in their lives now and in the future and enables them to understand, accept or challenge the values and attitudes in these texts.

Pathways

• Essential English is an Applied subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility.

STRUCTURE:UNIT 1 UNIT 2 UNIT 3 UNIT 4Language that works

•Responding to a variety of texts used in and developed for a work context

•Creating multimodal and written texts

Texts and human experiences

•Responding to reflective and nonfiction texts that explore human experiences

•Creating spoken and written texts

Language that influences

•Creating and shaping perspectives on community, local and global issues in texts

•Responding to texts that seek to influence audiences

Representations and popular culture texts

•Responding to popular culture texts

•Creating representations of Australian identities, places, events and concepts

ASSESSMENT:


Formative Internal assessment 1 (F1):• Extended response – spoken/signed response Conditions Spoken/signed presentation of 4–6 minutes (speech)

Formative internal assessment 3 (F3):•Extended response – multi-modalConditions Multimodal presentation of 4–6 minutes

Formative internal assessment 2 (F2):• Short Response – examinationConditions:Time: 1½ hours plus 15 minutes of planning time, 90 minutesLength: 200–300 words per response (total of 400–600 words) One seen stimulus text and one unseen stimulus text

Formative internal assessment 4 (F4):•Extended response – written responseConditions Length: 500–800 words

ASSESSMENT:

Summative: Yr 12UNIT 3 UNIT 4

Summative Internal assessment 1 (IA1):• Extended response – spoken/signed response Conditions Spoken/signed presentation of 4–6 minutes (speech)

Formative internal assessment 3 (IA3):•Extended response – multi-modalConditions Multimodal presentation of 4–6 minutes

Common internal assessment 2 (CIA2):• Short Response – examinationConditionsTime: 1½ hours plus 15 minutes of planning time, 90 minutesLength: 200–300 words per response (total of 400–600 words) One seen stimulus text and one unseen stimulus text

Formative internal assessment 4 (IA4):•Extended response – written responseConditions Length: 500–800 words

The CIA is:

• developed by the QCAA

• common to all schools

• delivered to schools by the QCAA

• administered under supervised conditions in Unit 3

• marked by the school according to a common marking scheme developed by the QCAA.

Example of a Section of an ISMG:

Mathematics 2019 and beyond

General subjects

• Academic subjects suitable for University placement

2019 Year 11 General Maths Subjects:

• Specialist Maths (Old Syllabus Maths C)

• Mathematical Methods (Old Syllabus Maths B)

• General Maths (Old Syllabus Maths A)

2019 Year 11 Applied Maths Subjects:

Essential Maths ( old syllabus PVM)

Maths Curriculum Matrix

Key Learning Area

Yr 7 – 9 Yr 10 Yr 11 - 12

Mathematics Maths Extension

Core

SpecialistMethodGeneralEssential

SUBJECT PRE-REQUISITES

• General Maths – students need to attain at least a C achievement in the Core Maths course in Year 10

• Maths Method – students need to attain at least a B achievement in the Extension Maths course in Year 10

• Specialist Maths – students need to attain at least a B achievement in the Extension Maths course in Year 10, but preferably an A for success in Specialist Maths

• If students have not gained a C in Year 10 Core Maths, they should choose to study Essential Maths in Year 11

Students may choose:

• General Maths or

• Mathematical Method or

• Mathematical Method & Specialist Maths or

• Essential Maths.

Other Maths combinations are not allowed

General Maths:Subject Summary

• General Mathematics’ major domains are Number and Algebra, Measurement and Geometry, Statistics, and Networks and Matrices, building on the content of the P–10 Australian Curriculum.

• Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, reason about complex solutions, set up models and communicate in different forms.

Pathways

• A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts

STRUCTURE:UNIT 1 UNIT 2 UNIT 3 UNIT 4

Money, measurement and relationsTopic 1: Consumer arithmeticTopic 2: Shape and measurementTopic 3: Linear equations andtheir graphs

Applied trigonometry,algebra, matrices and univariate dataTopic 1: Applications oftrigonometryTopic 2: Algebra and matricesTopic 3: Univariate data analysis

Bivariate data, sequencesand change, and Earth geometryTopic 1: Bivariate data analysisTopic 2: Time series analysisTopic 3: Growth and decay in sequencesTopic 4: Earth geometry andtime zones

Investing and networkingTopic 1: Loans, investmentsand annuitiesTopic 2: Graphs and networksTopic 3: Networks and decisionmathematics

ASSESSMENT:


Formative Internal assessment 1 (F1):• Examination

20% Formative internal assessment 3 (F3):• Problem-solving and modelling task

20%

Formative internal assessment 2 (F2):• Problem-solving and modelling task

15% Formative internal assessment 4 (F4):• MOCK Examination

45%

ASSESSMENT:


Summative internal assessment 1 (IA1):• Problem-solving and modelling task

20% Summative internal assessment 3 (IA3):• Examination

15%

Summative internal assessment 2 (IA2):• Examination

15%

Summative external assessment (EA): 50%• Examination

In Units 3 and 4 students complete four

summative assessments.

The results from each of the assessments are

added together to provide a subject score out of

100. Students will also receive an overall subject

result (A–E).

Mathematical Methods:Subject Summary

• Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics.

• Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers.

Pathways• A course of study in Mathematical

Methods can establish a basis for further education and employment in the fields of natural and physical sciences including chemical, civil, electrical and mechanical engineering, avionics, communications and computer science.

STRUCTURE:

Specialist Maths:Subject Summary:

• Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.

• Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.

Pathways:• A course of study in Specialist Mathematics

can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.

STRUCTURE:

ASSESSMENT:



20% Formative internal assessment 3 (F3):• Examination

15%


15% Formative internal assessment 4 (F4):• MOCK Examination

50%

Essential Maths:Subject Summary:

• Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance.

• Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pathways:• A course of study in Essential Mathematics can

establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.

STRUCTURE:

ASSESSMENT:





Formative internal assessment 4 (F4):• MOCK Examination

ASSESSMENT:




Summative internal assessment 2 (IA2):• Common internal assessment (CIA) developed by the QCAA, common to all schools

Summative internal assessment (IA4):• Examination

The CIA is:

• developed by the QCAA

• common to all schools

• delivered to schools by the QCAA

• administered under supervised conditions in Unit 3

• marked by the school according to a common marking scheme developed by the QCAA.

Types of Questions in IAsSimple familiar

• This question type requires students to show competence with the use and comprehension of definitions, procedures, concepts and techniques in a situation.

Complex familiar

• This question type requires students to show competence with the use and comprehension of definitions, procedures, concepts and techniques in a situation

Complex unfamiliar

• This question type requires students to choose and apply appropriate procedures in a situation

The IA examinations must ensure that a balance of the unit objectives are assessed.

In Unit 3 and 4 they must be endorsed and marking will be confirmed by QCAA

Use a common formula sheet

Allocation of Marks

SF CF UC

General 60% 20% 20%

Method 60% 20% 20%

Specialist 60% 20% 20%

Essential 80% 10% 10%

Problem Solving and Modelling Task involves:

• formulating a mathematical representation of a problem derived from within a real-world context

• using mathematics concepts and techniques to obtain results

• interpreting the results by referring back to the original problem context

• revising the model (where necessary)

Problems must be real-world, and can be presented to students as issues, statements or questions that may require them to use primary or secondary data.

Instrument-Specific Marking Guide: ISMG

The following table summarises the criteria, assessment objectives and mark allocation for the problem-solving and modelling task.

• Example of a Section of an ISMG:

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