zilongwang/ReadingBank huggingface dataset:
Replace the red text with your school- and task-specific information. Make the standards instrument-specific. may not be added to the standards except in the case of skills of drama where the skill should be named, e.g. the skill of directing.) The following words may be used in the singular: forms, styles, skills of drama, purposes, and contexts. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Forming 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: perceptive and skilful management of elements of drama to create dramatic action skilful management of elements of drama to create dramatic action management of elements of drama to create dramatic action partial management of aspects of elements of drama to make dramatic action partial use of aspects of elements of drama to make dramatic action perceptive and skilful use of a of conventions of forms and styles, and skills of drama to shape dramatic action skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action use of a range of conventions of forms and styles, and skills of drama to shape dramatic action partial use of conventions of forms and styles, and skills of drama to make dramatic action partial use of aspects of conventions of forms and styles, and skills of drama to make dramatic action insightful and skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. partial use of purposes and contexts to make dramatic action and superficial meaning. partial use of aspects of purposes and contexts to make dramatic action.
Replace the red text with your school- and task-specific information. Make the standards instrument-specific. (Words may not be added to the standards except in the case of skills of drama where the skill should be named, e.g. the skill of directing.) The following words may be used in the singular: forms, styles, skills of drama, purposes, contexts. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Forming 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: perceptive and skilful management of elements of drama to create dramatic action skilful management of elements of drama to create dramatic action management of elements of drama to create dramatic action partial management of aspects of elements of to make dramatic action partial use of aspects of elements of drama to make dramatic action perceptive and skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action use of a range of conventions of forms and styles, and skills of drama to shape dramatic action partial use of conventions of forms and styles, and skills of drama to make dramatic action partial use of aspects of conventions of forms and styles, and skills of drama to make dramatic action insightful and skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. partial use of purposes and contexts to make dramatic action and superficial meaning. partial use of aspects of purposes and contexts to make dramatic action.
Replace the red text with your school- and task-specific information. Make the standards instrument-specific. (Words may not be added to the standards except for language conventions which may be contextualised to the mode of delivery.) The following words may be used in the singular: positions/opinions. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Responding 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: discriminating analysis of use of the dramatic languages to facilitate dramatic action and meaning informed analysis of use of the dramatic languages to facilitate dramatic action and meaning analysis of use of the dramatic languages to facilitate dramatic action and meaning partial analysis of use of the dramatic languages in dramatic action and meaning explanation of aspects of the dramatic languages used in dramatic action perceptive and thorough evaluation with discriminating supporting evidence of effectiveness of the dramatic action in communicating meaning to audiences informed evaluation with convincing supporting evidence of effectiveness of the dramatic action in communicating meaning to audiences evaluation with supporting evidence of effectiveness of the dramatic action in communicating meaning to audiences partial evaluation with evidence of how dramatic action communicates aspects of meaning to audiences explanation of aspects of the dramatic action discerning synthesis of positions dramatic action and meaning through use of relevant language conventions and drama terminology. effective synthesis of positions about dramatic action and meaning through use of relevant language conventions and drama terminology. synthesis of positions about dramatic action and meaning through use of language conventions and drama terminology. communication of positions aspects of dramatic action and meaning through use of basic language conventions and drama terminology. communication of opinions basic language conventions.
Replace the red text with your school- and task-specific information. Make the standards instrument-specific. (Words may not be added to the standards except in the case of skills of drama where the skill should be named, e.g. the skill of directing.) The following words may be used in the singular: forms, styles, skills of drama, purposes, and contexts. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Forming 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: perceptive and skilful management of elements of drama to create dramatic action skilful management of elements of drama to create dramatic action management of elements of drama to create dramatic action partial management of aspects of elements of drama to make dramatic action partial use of aspects of elements of drama to make dramatic action perceptive and skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action use of a of conventions of forms and styles, and skills of drama to shape dramatic action partial use of conventions of forms and styles, and skills of drama to make dramatic action partial use of aspects of conventions of forms and styles, and skills of drama to make dramatic action insightful and skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. partial use of purposes and contexts to make dramatic action and superficial meaning. partial use of aspects of purposes and contexts to make dramatic action.
multimodal: 5–7 minutes annotated sketches, appendixes and referencing provided, when appropriate. Syllabus, pp. 20–24 Presenting Must assess: Presenting objectives. Type of instrument determines conditions Stage acting individual 4–6 mins or group 3–5 minutes per student. Screen acting individual 3–4 minutes or group 2–3 minutes per student. Syllabus, p. 27 3. Responding Must assess: Responding objectives. Type of instrument determines conditions Extended response written: 1000–1200 words or spoken/signed: 4–5 4.
Course organisation and assessment plan Year 11 Sample Length (hours) Subject matter Instrument No. Dimension assessed Conditions Unit and focus (Focus to refer to dimensions, context and purpose) Dramatic languages Forming Presenting Responding Semester 1 Unit No: Focus: Forms and/or styles Elements of drama Skills of drama Semester 1 Unit No: Focus: Forms and/or styles Elements of drama Skills of drama Year 12 Subject matter No. Dimension assessed
Semester Unit and electives Approximate time (hours) Core concepts and ideas Assessment instrument number Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Knowing and understanding Analysing and applying Planning and evaluating Unit number and name Play and creativity Literacy and numeracy skills Being in a safe place Health and physical wellbeing Indoor and outdoor learning environments Fundamentals (F) Practices (P) 1 2 3 4
Section 3: Student profile Semester Unit Assessment Instrument No. No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F F 2 F F F Interim standards Interim of Achievement 3 S S S 4 S S S Exit standards Exit Level of Achievement
Semester Unit and electives Approximate time (hours) Core and ideas Assessment no. Assessment technique, description, conditions, length/time Formative or Summative Knowing & understanding Analysing & applying Planning & evaluating Unit number and name Play and creativity Literacy and numeracy skills Being in a safe place Health and physical well being Indoor and outdoor learning environments Fundamentals (F) Practices (P) 1 Unit one Nurturing children’s learning — a lifelong skill 27 F.2 F.6 F.5 P.1 P.2 1 Extended response to stimulus Written: words 3 weeks class and own time F
Unit two Small talk — words for life 28 F.1 P.1 P.2 P.4 2 Project: activity Written component: 400–700 words Performance component: Written planning followed by implementation of oral language strategies to students requiring support in prep class. Written evaluation. 2–3 weeks preparation F
2 Unit three If you’re happy and you know it … 27 F.2 F.3 F.4 P.2 3 Investigation Written: words Newsletter informing parents about something, such as the introduction of the ‘Kids Matter Early Childhood Initiative’ 2 –3 weeks F
4 Unit six Stop … Look … Listen — What next? 30 F.1 F.3 F.5 F.6 P.1 P.2 P.4 7 Investigation Observation journal Written: words Collecting, documenting and analysing evidence to determine children’s learning. Interpreting children’s learning against learning outcomes to plan for further learning. 4 weeks S
Unit seven Fly me to the moon … supportive play spaces to enrich a child’s world 25 F.2 F.3 F.4 F.6 P.1 P.2 P.3 7 Project: learning activity Written component: 500–900 words for planning and evaluation Performance component Implement play experiences to promote creative 3–4 S
Children should have increasing responsibility for their own health and physical wellbeing. Wellbeing explores ways to show care and concern and interact positively with others. F5 Policies, frameworks and guidelines influence and enhance early childhood and education care services. Relevant national, and local government policies and regulations, guidelines and frameworks influence the operations of early childhood education and care services. Early childhood education and care services develop policies and procedures as required by relevant policies, guidelines and frameworks. Practices in early childhood learning P1 learning is a context for learning through which children explore, experiment, discover and solve problems to make sense of their world as they engage actively with people, objects and representations. Play-based learning values and develops children’s curiosity, interests, skills, abilities, culture and knowledge in order to extend their learning. Play-based learning is inclusive of the developmental milestones, supported by current research and provides learning environments that foster quality play experiences. Characteristics of play-based learning are peer initiated, teacher guided/supported/scaffolded and intentional. P2 Responsiveness includes knowing and accepting children and respecting that they are unique individuals. There are responsive and inclusive ways to interact and communicate with children. P3 An active learning environment encourages opportunities for children to explore and interact with the environment. High-quality active learning environments have clearly identifiable characteristics such as being challenging and safe, have flexible space and allow time to pursue own ideas, to make choices and experience a variety of learning opportunities. P4 Observations are used for gathering information about children’s learning. The technique involves watching and listening to children, as well as interacting with children deliberately and purposefully to interpret children’s learning across a range of contexts. Observation is used to develop a profile of the individual child to inform planning for learning through play. Observation requires guidelines for confidential observation and recording of children’s development. There are a variety of techniques to be used for recording information about children. Elective Topic Concepts and ideas Knowledge, understanding and skills Literacy and numeracy skills LNS1 Literacy and numeracy skills enhance children’s ability to learn and succeed. There are specific definitions and expectations of literacy skills and numeracy skills for early childhood learners. Literacy and numeracy skill development is a central component of early childhood programs. Programs to promote literacy and numeracy skill development should be based on an understanding of: child development and appreciation that literacy and numeracy skill development begins in the first years of life and is a continuous developmental process
Spoken/signed Must assess relevant objectives from: Understanding and responding to contexts Understanding and controlling textual features Creating and evaluating meaning. Must be one of three text categories not chosen for other spoken/signed instrument: expository imaginative persuasive or reflective text suitable for a public audience. Conditions: genre chosen by school spoken/signed 4–5 minutes multimodal 5–7 minutes at least one of the two spoken/signed responses must be individual. Post-verification requirements At least one assessment instrument — may be written or spoken/signed Must assess relevant objectives from: Understanding and responding to contexts Understanding and controlling textual features Creating and evaluating meaning. Conditions: genre, mode and conditions chosen by school written: 800–1200 words spoken/signed 4–5 minutes multimodal 5–7 minutes Syllabus, pp. 20–22
Semester 3 Total hours per semester Semester 4 hours per semester Student profile Semester Unit Assessment instrument no. Assessment instrument Formative or Summative Overall result 1 F F Interim Level of Achievement 2 F F Interim Level of Achievement 3 S S Interim Level of Achievement 4 S S Exit Level of Achievement
Extended responses May assess dimensions: Knowledge and application Investigation and analytical processes Evaluation and technical communication. Instruments must allow students to analyse, synthesise and evaluate data and information. May be written, spoken or multimodal presentations. Conditions: written 800–1200 words spoken 4–5 minutes multimodal 5–7 minutes. Syllabus, pp. 25–26 Post-verification requirements One assessment instrument Must assess all three dimensions: Knowledge and application Investigation and analytical processes Evaluation and technical communication. As above Syllabus, p. 27
Standards matrix Dimension A B C D E Knowledge and application The student work has the following characteristics: accurate and consistent recall and comprehensive explanation of engineering knowledge, mathematical concepts and techniques relevant to complex engineering situations, across the areas of study The student work has the following characteristics: accurate recall and explanation of engineering knowledge, mathematical concepts and techniques relevant to engineering situations, across the areas of study The student work has the following characteristics: recall and explanation of engineering knowledge, mathematical concepts and techniques relevant to engineering situations The student work has the following characteristics: recall of engineering knowledge related to engineering situations The student work has the following characteristics: recall of basic engineering facts critical elements of engineering problems are clearly identified and prioritised significant elements of engineering problems are identified obvious elements of engineering problems are identified basic aspects of engineering problems are recognised discerning selection and correct and efficient application of engineering knowledge, mathematical concepts and techniques to complex familiar and unfamiliar engineering problems. appropriate selection and correct application of engineering knowledge, mathematical concepts and techniques to complex familiar or simple unfamiliar engineering problems. selection and application of engineering knowledge, mathematical concepts and techniques to simple familiar engineering problems. application of basic engineering knowledge to situations. use of basic engineering knowledge. Investigative and analytical processes The student work has the following characteristics: effective interpretation and thorough analysis of relevant engineering data The student work has the following characteristics: correct interpretation and detailed analysis of obvious relevant engineering data The student work has the following characteristics: interpretation and analysis of engineering data The student work has the following characteristics: explanation of basic engineering data The student work has the following characteristics: factual statements are made about data
effective organisation and succinct presentation of information in the most appropriate modes relevant to engineering situations logical organisation and clear presentation of information in appropriate modes relevant to engineering situations organisation and presentation of information in modes relevant to engineering situations presentation of engineering information presentation of some information related to engineering. consistent and proficient demonstration of technical and spatial literacy through the discerning selection and appropriate use of a wide range of literacy forms. demonstration of technical and spatial literacy through the selection and use of a range of literacy forms. demonstration of technical and spatial literacy. demonstration of technical or spatial literacy.
Section 3: Student profile Semester Unit Assessment Instrument No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Evaluating and creating 1 F F 2 F F Interim standards Interim Level of Achievement 3 S S 4 S S Exit standards Exit Level of Achievement
Section 3: Student profile Semester Unit Assessment no. Assessment instrument Formative or Summative Knowing & understanding Analysing & applying Evaluating & creating 1 Unit 1: Fashion drawing 1 Product F Unit 2: Costuming the school production 2 Project: Written and product F 2 Unit 3: Cyclic nature of fashion 3 Project: Written and product F Interim standards Interim Level of Achievement 3 Unit 4: Fashion watch 4 Project: Written and product S Unit 5: Art of adornment 5 Product S 4 Unit 6: To be a designer 6 Project: Written and product S Exit standards Exit Level of Achievement
in communicative contexts in prepared and spontaneous situations. Assessment categories Receptive skills: Listening instruments Dimensions assessed: Knowing and understanding Critically analysing and responding. Instruments must allow students to produce responses to authentic texts differing in length, purpose and style, based on familiar and unfamiliar material. Conditions: text length to be appropriate to text type texts generally heard twice, three times if complex judicious pauses in longer texts are allowed responses in English or French, dependent on nature of task. Syllabus, pp. 29–30 Reading instruments Dimensions assessed: Knowing and understanding Critically analysing and responding. Instruments must students to produce responses to a variety of authentic texts differing in length, purpose and complexity. Conditions: text length and type to be appropriate to text type dictionaries not permitted
For Authority subjects Film, Television and New Media 2005 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus — e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements Minimum three instruments and a maximum of six instruments demonstrating a range of techniques including: only work from Year 12 each criterion assessed twice no more than one oral response. Syllabus, p. 44 School assessment program
Assessment categories Assessing design twice is accomplished through: a suite of two formats showing the development of a single production concept from one format into a different format and a second response that is either a single format or a suite. Suite: where two design formats are completed. Conditions: dependent on format student assessed on individual design proposal. Syllabus, pp. 37–40 Individual: one design format is completed for one task. Conditions: dependent on format. Syllabus, pp. 41–42 Assessing production is accomplished through: an individually completed product and a second response that is either: another individually completed product or the individual completion of a group production product. Product can be created wholly by an individual student or in a Conditions: if group production, student must be assessed on the identifiable component they created dependent on the format. Syllabus, pp. 36, 41–42
Assessing critique twice is accomplished through: an analytical extended written response and a second response that is either: another analytical extended written response, or a spoken or moving based image response. Conditions: completed individually written 800–1000 words oral presentation 6–8 minutes other dependent on format. Syllabus, pp. 43 Post-verification requirements One assessment instrument that assesses any criterion either singly or in combination. As above Syllabus, pp. 46 Summary Where the school’s assessment plan differs from the minimum syllabus requirements, consider:
For Authority subjects German 2008 The purpose of this tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus — e.g. word length, time, School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of eight instruments demonstrating a variety of techniques over a range of topics, including: two assessment instruments from each macroskill: listening reading speaking writing Syllabus, pp. 43–44 Syllabus, pp. 33–35 School assessment program
text length and type to be appropriate to text type dictionaries not permitted. Syllabus, pp. 34–35 Productive skills: Speaking instruments Dimensions assessed: Knowing and using language features Creating and responding. Instruments must allow students to demonstrate spontaneous language use in realistic situations. Conditions: preparation time is to reflect text type: unprepared (unseen) tasks: up to 10 minutes (no access to reference material) prepared may use visual aids; may not read from a script; questioning to follow. students are not teacher questions prior to the task at least one spontaneous task (of a teacher-student performance) must be recorded. Syllabus, p.35
Conditions: stimulus material (English or French) to neither impede nor assist length dependent on nature of task and text type; at one extended passage (approx. 300 words) by the end of Year 12 dictionaries may be used at one demonstrating spontaneity of expression, with no prior preparation for everyday communicative tasks: no preparation supervised for creative, expository or report writing: some preparatory reading allowed access to stimulus material, books or notes allowed research project: suggested minimum of 600 words. Syllabus, p. 32
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: discerning application of relevant design factors to develop a range of feasible ideas effective application of relevant design factors to develop a range of ideas application of design factors to develop ideas application of aspects of design factors to develop simplistic ideas minimal application of aspects of design factors to identify ideas thorough analysis and insightful interpretation of graphical and design information effective analysis and interpretation of graphical and design information analysis and interpretation of graphical and design information explanation of graphical and design information reference to graphical or design information sophisticated use of a range of graphical skills to produce graphical products responsive to the needs of particular audiences. proficient use of a of graphical skills to produce graphical products effective for particular audiences. use of graphical skills to produce graphical products for particular audiences. use of basic graphical skills to produce graphical products. use of limited graphical skills to produce simplistic graphical responses. 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: thorough synthesis of ideas to develop insightful solutions effective synthesis of ideas to develop effective solutions synthesis of ideas to develop solutions selection of to develop partial solutions selection of ideas insightful evaluation of design and graphical representations effective evaluation of design and graphical representations evaluation of design and graphical representation comparison of design and graphical representations statements about graphical representations discerning recommendations and valid justification of decisions. considered recommendations and plausible justification of decisions. recommendations proposed and justification of decisions. some recommendations justified by opinion. some superficial recommendations.
Synthesis and evaluation 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: thorough synthesis of ideas to develop insightful solutions effective synthesis of ideas to develop effective solutions synthesis of ideas to develop solutions selection of ideas to develop partial solutions selection of ideas insightful evaluation of design and graphical representations effective evaluation of design and graphical representations evaluation of design and graphical representations comparison of design and graphical representations statements about graphical representations discerning recommendations and valid justification of decisions. considered recommendations and plausible justification of decisions. recommendations proposed and justification of decisions. some recommendations justified by opinion. some superficial recommendations.
one of the above techniques. These instruments must include: at least one from Community Health at least one from Specific Populations. Assessment categories Research assessment Must assess all dimensions: Knowledge and understanding Application and analysis Synthesis and evaluation. Instruments must allow students to produce a response based on research practices. Variety of techniques possible including: action research research report analytical exposition essay article research assignment journal spoken/multimodal presentation. Conditions: action research project (1000–1500 words) research report (1000–1500 words) analytical exposition words) journal (1000–1500 words)
spoken/multimodal presentation 5–8 minutes. Syllabus, pp. 15–18 Supervised written assessment Must assess all dimensions: Knowledge and understanding Application and analysis Synthesis and evaluation. This technique is used to assess student responses that are produced independently, under supervision and in a set time frame. In Year 12, essays should be based on unseen questions. Conditions: unseen question recommended time: 1.5–2 hours perusal time may be required 600–800 Syllabus, pp. 19–20. Post-verification requirements One instrument which assesses three dimensions: Knowledge and understanding Application and analysis Synthesis and evaluation. Syllabus, pp. 15–21
class and own time written: 1000–1500 (word count includes data analysis, discussion and research outcomes) spoken: 4–5 minutes multimodal: 5–7 minutes. Syllabus, pp. 26–27 Product assessment Dimensions assessed: Knowledge and understanding Practical performance. May assess: Reasoning and communicating processes. Instruments include: product process journal. Conditions: written 1000–1500 words practical skills implemented over time. Syllabus, pp. 28–30 Post-verification requirements A least one assessment instrument from the following: supervised written research assessment product assessment. Syllabus, pp. 24–31
Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Inquiring 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: in-depth understanding and examination of hospitality issues understanding and thorough examination of hospitality issues understanding and examination of hospitality issues some understanding and incomplete examination of hospitality issues superficial understanding and examination of aspects of hospitality issues synthesis of information from a wide range of relevant sources that support well-reasoned arguments with valid conclusions drawn synthesis of information from a range of relevant sources that support logical arguments with credible conclusions drawn synthesis of information from sources that support arguments with conclusions drawn synthesis of information from provided sources that express opinion and obvious conclusions drawn synthesis of information from aspects of provided sources expressing superficial opinions or conclusions effective use and sustained control of genre and language conventions to communicate ideas. effective use and control of genre and language conventions to communicate ideas. use of and language conventions to communicate ideas. inconsistent use of genre and language conventions to communicate ideas. use of information to communicate ideas.
Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Planning 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: in-depth analysis of contextual factors, principles and procedures effective analysis of contextual factors, principles and procedures analysis of contextual factors, principles and procedures basic analysis of contextual factors, principles and procedures description of contextual factors, principles or procedures comprehensive plans and well-justified decisions to implement hospitality events detailed plans and supported decisions to implement hospitality events appropriate plans and decisions to implement hospitality events simple plans and elements of decisions to implement hospitality events incomplete plans or vague decisions to implement hospitality events in-depth evaluation of plans and event implementation with valid recommendations for improvement. evaluation of plans and event implementation with credible recommendations for improvement. evaluation of plans and event implementation with recommendations for improvement. basic evaluation of aspects of plans and event implementation with obvious recommendations for improvement. description of aspects of plans and event implementation. Performing 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: consistent demonstration of a range of practical skills that create quality products and/or provide services demonstration of a range of practical skills that create quality products and/or provide services demonstration of practical skills that create suitable products and/or provide services variable demonstration of practical skills that create products and/or provide services demonstration of elements of practical skills efficient and effective management of resources to implement hospitality events. efficient management of resources to implement hospitality events. management of resources to implement hospitality events. some management of resources to implement hospitality events. management of elements of resources under direction to implement hospitality events.
Year A cycle Semester Unit and electives Approximate time (hours) Core concepts and ideas Assessment instrument no. Assessment technique, description, conditions, length/time Formative or Summative Dimensions Unit number, title and brief description Kitchen operations Beverage operations and service Food and beverage service Navigating the hospitality industry (N1–5) Working effectively with others (W1–2) Hospitality in practice (H1–7) Knowing and understanding Examining and applying Planning and evaluating 1 F F 2 F F 3 S S 4 S S
Year B cycle Semester Unit and electives Approximate time (hours) Core concepts and ideas Assessment instrument no. Assessment technique, description, conditions, length/time Formative or Summative Dimensions Unit number, title and brief description Kitchen operations Beverage operations and service Food and beverage service Navigating the hospitality industry (N1–5) Working effectively with others (W1–2) Hospitality in practice (H1–7) Knowing and understanding Examining and applying Planning and evaluating 1 F F 2 F F 3 S S 4 S S
Section 3: Student profile Year A cycle Semester Unit Assessment instrument no. Assessment instrument Formative or Summative Knowing and understanding Examining and applying Planning and evaluating 1 F F 2 F F Interim standards Interim Level of Achievement 3 S S 4 S S Exit standards Exit Level of Achievement Year B cycle Semester Unit Assessment Instrument No. Assessment instrument Formative or Summative Knowing and understanding Examining and applying Planning and evaluating 1 F F 2 F
Semester Unit name description Approximate time Elective contexts Assessment technique Description written, spoken, multimodal, product Conditions Resources, length, time Formative or Summative Dimensions Knowing and understanding Analysing and applying Producing and evaluating 1 F F 2 F F 3 S S 4 S S For a composite arrangement This syllabus enables teachers to develop a course that caters for combined Year 11 and Year 12 classes. The syllabus can support teaching and learning for composite classes by enabling teachers to: structure learning experiences and assessment to allow students to access the key concepts and ideas suited to their needs in each year level
For Authority subjects Indonesian 2008 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus — e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of eight instruments demonstrating a variety of techniques over a range of topics, including: two assessment instruments from each macroskill: listening reading speaking writing Syllabus, p. 45 Syllabus, pp. 33–43 School assessment program
Post-verification requirements Minimum one, maximum two assessment instrument/s from macroskill/s of teacher’s choice all dimensions to be assessed. Conditions as above, relevant to the skill/s selected. Syllabus, p. 45 Summary Where the school’s assessment plan differs from the minimum syllabus requirements, consider: are these choices the most effective way to gather information about student learning? what is the rationale behind these school decisions? what changes be made to the school’s work program?
For Authority subjects Information Processing and Technology (IPT) 2010 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of four instruments and a maximum of six instruments demonstrating a range of techniques including: one extended response assessment one product assessment one supervised assessment at least one instrument that demonstrates all steps of either the software development cycle or the Syllabus p. 36 School assessment program
information system development cycle or a combination of the two cycles Assessment categories Extended response assessment Dimensions assessed: Knowledge and application Analysis and synthesis Evaluation and communication. Instruments must allow students to develop a response or series of responses requiring the analysis, synthesis and evaluation of data and information. Research is not the focus of this technique. Types and conditions: written, 800-1200 words spoken, 4-5 minutes and supporting documentation multimodal 5-7 minutes and supporting documentation Syllabus, pp. 32–34 Product assessment Dimensions assessed: Knowledge and application Analysis and synthesis Evaluation and communication. Instruments must students to develop a product based on the application of skills, theory and conceptual understandings. Types and conditions: major project at six weeks duration
at least three macroskills to be assessed in Term 3. Each macroskill is assessed: separately under supervised conditions in communicative contexts. Assessment categories Receptive skills: Listening instruments Dimensions assessed: Knowing and understanding Reasoning and responding. Instruments must allow students to produce response/s to authentic texts differing in length, purpose and style. Conditions: instructions, questions and responses in English text length to be appropriate to text type texts generally heard twice, three times if complex judicious pauses in longer texts are allowed. Syllabus, p. 33 Reading instruments Dimensions assessed: Knowing and understanding Reasoning and responding. Instruments must allow students to produce response/s to authentic texts, differing in length, purpose and complexity. Conditions: instructions, questions and responses in English text length and type to be appropriate to text type
Writing instruments Dimensions assessed: Knowing and using language features Creating and responding. Instruments require students to respond to unseen tasks that are set in an authentic social context with a realistic purpose and a specified audience. Conditions: instructions given in English stimulus material (English or Italian) to neither impede nor assist length dependent on text type; at least one extended passage (approx. 200 words) by the end of Year 12 dictionaries may be used. Syllabus, p. 35
Mandatory grammatical structures Examples Pronouns personal use of Numbers Japanese numerals to classifiers cardinal numbers ordinal numbers fractions years: Western reckoning and Japanese reckoning 1988 = approximation Particles by, agent, how location/action possessive adjectival emphatic every (with interrogative) even if/even though direct object with verbs of action movement in an area motion by intransitive verbs with objective cases direction nominative (subject) but and with and if quotations interrogative or point of departure, occasion, time extent of travel or time (with nouns/verbs) both … and … also, too, even and …, et cetera
both … and … neither … nor … emphatic than interrogative compound emphatic of occasion existence/location time arrival purpose movement into indirect object Verbs Students should be aware that in Japanese there are three classes of verbs — Ichidan, Godan and irregular. (a) Conjugation Polite Plain form (the use of volitional form is optional in this syllabus) Potential form, e.g. (b) Verb patterns V Dict. Dict. Dict. noun Dict. Dict. Dict. Dict. Dict. Dict. Dict.
Geography location of , in relation to Asia, , the Pacific climate, seasons, weather rivers, mountains, lakes, cities, villages, prefectures earthquakes, tsunamis, floods, typhoons, volcanoes routes of the Shinkansen famous places world heritage sites History origins of Ainu feudal Meiji Restoration Imperial the making of modern Holidays and festivals national holidays, such as: January 1: Oshogatsu May 5: Kodomo-no-hi December 23: Emperor’s Birthday festivals, such as: March 3: Hinamatsuri July 7: Tanabata November 15: Shichi-go-san Housing architecture — international influences apartments, mansions, company housing traditional housing technology in the home streets, addresses hotels, ryokan, minshuku Japanese cuisine dietary patterns traditional foods and international influences ohashi; ocha; obento cooking appliances ingredients recipes restaurants Money yen: denominations — notes and coins rates of exchange Japanese banks international banking e-commerce
Latin 2008 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements Minimum of seven and a maximum of eight instruments demonstrating a variety of techniques over a range of topics, including: three written translations of continuous passages of Latin into English conducted under supervised conditions, at least one unseen three reading comprehension tests (one unseen) one research assignment. Syllabus, p. 37 School assessment program
Assessment categories Reading comprehension tests General objectives assessed: Language knowledge and application Complex reasoning Instruments require students to read and understand continuous passages of authentic Latin by a variety of authors. Conditions: seen and unseen Syllabus, pp. 28, 37 Written translation tests General objectives assessed: Language knowledge and application Complex reasoning Communication skills Instruments must allow students to translate continuous passages of Latin into English Conditions: supervised seen and unseen Syllabus, pp. 29, 37 Short response tests General objectives assessed: Language knowledge and application Communication skills Syllabus, p. 29 Research assignment General objectives assessed: Complex reasoning Communication skills Syllabus, p. 29 Oral and multimedia presentations Syllabus, p. 29
General objectives assessed: Complex reasoning Communication skills Post-verification requirements One assessment instrument, which may be either a translation or a reading comprehension Conditions as above, relevant to the technique chosen Syllabus, p. 37 Summary Where the school’s assessment plan differs from the minimum syllabus requirements, consider: are these choices the most effective way to gather information about student learning? what is the rationale behind these school decisions? what changes could be made to the school’s work program?