Highlighted syllabus standards An instrument-specific standards matrix is constructed by schools for each instrument by selecting the syllabus objectives being assessed in each task. Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: consistently using patterns and conventions of genres to achieve particular purposes using patterns and conventions of genres to achieve particular purposes in the main, using patterns and conventions of genres to achieve particular purposes unevenly using patterns and conventions of genres to achieve some purposes using some conventions of genres selecting and synthesising relevant subject matter selecting sufficient relevant subject matter selecting relevant subject matter selecting some relevant subject matter selecting some subject matter explaining information, ideas and arguments with analysis and evaluation explaining information, ideas and arguments with some analysis and evaluation explaining information, ideas and arguments with some analysis explaining some information, ideas and arguments substantiating opinions with relevant evidence supporting opinions with relevant evidence supporting opinions with some evidence supporting opinions with a little evidence stating opinions controlling appropriate roles and relationships using appropriate roles and relationships in the main, using appropriate roles and relationships sometimes using appropriate roles and relationships occasionally using appropriate roles and relationships selecting and integrating modes and media, where appropriate. selecting and combining modes and media, where appropriate. using designated modes and media. using some designated modes and media. using some modes and media.
The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: consistently sequencing and organising subject matter sequencing and organising subject matter in the main, sequencing and organising subject matter unevenly sequencing and organising subject matter consistently using cohesive ties to link ideas usually linking ideas with cohesive ties sometimes linking ideas with cohesive ties linking some with conjunctions linking some with conjunctions a range of suitable vocabulary using suitable vocabulary in the main, using suitable vocabulary using basic vocabulary using a narrow range of basic vocabulary controlling most clause and sentence structures generally maintaining control of most clause and sentence structures using clause and sentence structures with occasional lapses in accuracy using some clause and sentence structures with frequent lapses using a narrow range of clause and sentence structures with frequent lapses that impede understanding maintaining control of paragraphing and most punctuation generally maintaining control of paragraphing and most punctuation in the main, controlling paragraphing and punctuation using some punctuation though not paragraphing using some punctuation controlling conventional spelling generally controlling conventional spelling conventional spelling with some lapses sometimes using conventional spelling infrequently using conventional spelling so that understanding is impeded controlling visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features to make meaning in layout or presentation of texts using, with some success, visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features to make meaning in layout or presentation of texts using visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features that in the main contribute to the layout or presentation of texts using some visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features
controlling spoken/signed and nonverbal features that contribute to meaning: pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis facial expression, stance, movement, gestures, proximity. using spoken/signed and nonverbal features that contribute to meaning: pronunciation, audibility and clarity, pace, volume, pausing for emphasis facial expression, stance, movement, gestures. spoken/signed and nonverbal features that in the main, contribute to meaning: pronunciation, audibility and clarity, volume facial expression, stance, movement. using some spoken/signed and nonverbal features: pronunciation, audibility, volume stance, movement. using a narrow range of spoken/signed and nonverbal features: pronunciation, audibility, volume stance, movement. The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: explaining or purposefully shaping representations of people, places, events and concepts in texts describing or shaping representations of people, places, events and concepts in texts identifying or unevenly shaping representations of people, places, events and concepts in texts sometimes identifying or shaping representations of people, places, events and concepts in texts occasionally recognising or shaping representations of people, places, events and concepts in texts explaining or effectively using cultural assumptions, attitudes, values and beliefs in texts describing or cultural assumptions, attitudes, values and beliefs in texts identifying or unevenly cultural assumptions, attitudes, values and beliefs in texts sometimes identifying or using attitudes and beliefs in texts occasionally identifying some attitudes and beliefs in texts. explaining ways readers, listeners and viewers take up positions in relation to texts describing ways readers, listeners and viewers take up positions in relation to identifying some ways readers, listeners and viewers take up positions in relation to texts recognising that texts influence readers, listeners and viewers. making language choices to invite readers, listeners and viewers to take up positions in relation to making language choices that generally invite readers, listeners and viewers to take up positions in relation to texts. making language choices that sometimes invite readers, listeners and viewers to take up positions in relation to texts. Key: Cognition Qualifiers or degree words