New QCE (Queensland Certificate of Education) and …...New QCE (Queensland Certificate of...
Transcript of 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
• 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
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.qcaa.qld.edu.au/senior/new-snr-assessment-te/information-school-communities
Session 3Thursday
23rd August
QCE+
HPE / Arts+
Technologies
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: Yr 11UNIT 1 UNIT 2
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: Yr 11UNIT 1 UNIT 2
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: Yr 12UNIT 3 UNIT 4
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:
Formative: Yr 11UNIT 1 UNIT 2
Formative Internal assessment 1 (F1):• Examination
20% Formative internal assessment 3 (F3):• Examination
15%
Formative internal assessment 2 (F2):• Problem-solving and modelling task
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: Yr 11UNIT 1 UNIT 2
Formative Internal assessment 1 (F1):• Examination
Formative internal assessment 3 (F3):• Problem-solving and modelling task
Formative internal assessment 2 (F2):• Problem-solving and modelling task
Formative internal assessment 4 (F4):• MOCK Examination
ASSESSMENT:
Summative: Yr 12UNIT 3 UNIT 4
Summative internal assessment 1 (IA1):• Problem-solving and modelling task
Summative internal assessment 3 (IA3):• Problem-solving and modelling task
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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