Endorsed Programs and the WACE - School Curriculum and ...

Endorsed Programs and the WACE - School Curriculum and ...

Foundation Courses Webinar June 2014 2014/16421 2014 School Curriculum and Standards Authority Foundation courses The courses support the development of functional literacy and numeracy skills

Applied Information Technology Career and Enterprise English English as an Additional Language or Dialect (EAL/D) Health, Physical and Outdoor Education Mathematics Foundation courses Foundation course standards are based on Level 3 of the Australian Core Skills Framework (ACSF) which outlines the skills required for individuals to meet the demands of everyday life and work in a

knowledge-based economy Eligibility for Foundation Students who achieve the literacy standard in the OLNA are not eligible to enrol in Foundation English and other List A Foundation courses. Students who achieve the numeracy standard in the OLNA are not eligible to enrol in Foundation Mathematics and other List B Foundation courses. Students who achieve the minimum standard of literacy and/or numeracy in Semester 1 of Year 11 are not eligible to continue in the associated Foundation courses in Semester 2 of that year. Literacy and Numeracy Assessment

To achieve a WACE, students will be required to complete the Online Literacy and Numeracy Assessment (OLNA) and demonstrate achievement at or above a minimum standard. The OLNA has three components reading, writing and numeracy. Students who achieve Band 8 or higher in the associated component of their Year 9 NAPLAN tests are recognised as having met the standard required and therefore are not required to sit that component of the OLNA. OLNA - Reporting to schools Schools will receive a report detailing the categories of achievement for each student for each component of the OLNA. In addition, schools will receive information identifying general concepts that they may focus on in

order to support improved student achievement. Reporting will cover three categories of achievement. Category 3 - Those students who demonstrated the standard either by sitting the Online Literacy and Numeracy Assessment or through NAPLAN prequalification. Category 2 - Those students who through normal development of literacy and numeracy skills over Year 10, 11 and 12 should demonstrate the minimum standard prior to the end of Year 12. It is strongly recommended that these students should enrol in General or ATAR courses.

Category 1 - Those students whose results are considerably below the minimum standard and may require specific learning interventions. It is recommended that consideration be given to enrolling these students in Foundation courses. OLNA - consideration of special needs Students with a language background other than English, who arrived from overseas and have been attending school in Australia for less than a year, should be given the opportunity to attempt the OLNA, but may be exempted from sitting the assessments in Semester 1, Year 10. Students with significant intellectual disability and/or those with significant co-existing conditions which severely limit

their capacity to participate in the OLNA may be exempted from sitting the assessments in Semester 1, Year 10. Literacy focus in Foundation courses developing the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for effective participation in society reading, writing, viewing, speaking and listening which includes creating oral, print, visual and digital texts using and modifying language for different purposes and for different audiences understanding how the English language works in different social contexts.

Numeracy focus in Foundation courses recognising and understanding the role of mathematics in the world developing the dispositions and capacities to use mathematical knowledge and skills purposefully increasing their autonomy in managing everyday situations. Foundation Courses Applied Information Technology (List B) Career and Enterprise (List A) English (List A) English as an Additional Language or Dialect (EAL/D) (List A) Health, Physical and Outdoor Education (List B)

Mathematics (List B) English Foundation course aims improve students literacy develop students skills in reading (including viewing) producing (including writing and the production of multimodal texts), speaking and listening

English Foundation course organisation Year 11 consists of Units 1 and 2; Year 12, Units 3 and 4. A unit will focus on one or more of four contexts: literacy for work; literacy for community participation; literacy for everyday personal contexts; literacy for learning All four contexts must be addressed across the pair of units. Each unit will consist of three or more modules. Each module must address one of the four contexts. Suggested modules for each context are listed in the syllabus. Schools may construct their own modules as long as each module addresses one of the four contexts. Schools may not repeat Year 11 modules in Year 12. English Foundation course unit structure Each unit consists of Learning outcomes and Unit content

The Learning outcomes are identical to the aims The Unit content has three content organisers: When reading texts, students learn When producing texts, students learn When speaking and listening, students learn The Unit content is identical in units 1-4 so that students are always developing their reading (including viewing) producing (including writing and the production of multimodal texts), speaking and listening While the skills are reinforced, the modules change from one unit to the next English Foundation course assessment Assessment table Year 11

Type of assessment Weighting Reading: Reading, understanding, comprehending, interpreting and analysing texts 35% Writing: Producing, constructing, creating and writing texts 35%

Oral communication: Speaking and listening skills 30% English Foundation EST Design Brief Time One hour Format Written Conducted under invigilated conditions Typically between one and three questions Questions can require students to comprehend texts and compose responses Content The Authority informs schools during Term 3 of the previous year of the Unit 3 syllabus content

on which the task will be based For enquiries regarding the English Foundation course: Gerard Morris Phone: 9273 6742 Email: [email protected] Maths Foundation course content Content area 1.2: Addition and subtraction with whole numbers and money Content descriptions Examples

1.2.1 determine whether an estimation or an accurate answer is needed in everyday situations determine whether an exact amount or an estimation is required when shopping 1.2.2 choose when it is appropriate to use addition or subtraction to solve a range of everyday problems, for example, combining quantities, comparing the difference

choose the operation for calculations involved in shopping Mathematics Foundation course organisation of content All content areas are core and cumulative across the two years of the course Content addresses the gaps in fundamental knowledge and skills missed in the past Increase in complexity from Year 11 and Year 12 Mathematics Foundation course content Addresses the gaps in fundamental knowledge and skills

missed in the past Unit 1 Unit 3 1.1: Whole numbers and money 3.1: The four operations: whole numbers and money 1.2: Addition and subtraction with whole numbers and money 3.2: Percentages linked with fractions and decimals 1.3: Length, mass and capacity

1.4: Time 3.3: The four operations: fractions and decimals 3.4: Location, time and temperature 1.5: Data, graphs and tables 3.5: Space and design Unit 2 Unit 4 2.1: Understanding fractions and decimals

4.1: Rates and ratios 2.2: Multiplication and division with whole numbers and money 2.3: Metric relationships 2.4: Perimeter, area and volume 2.5: The probability of everyday events 4.2: Statistics and probability 4.3: Application of the Mathematical Thinking Process Foundation Mathematics course assessment Response tasks ongoing assessment of mathematical skills, terminology and procedures include quizzes, tests, observation checklists,

anecdotal evidence Practical applications emphasis on real world tasks from personal, work and community contexts. Units 1-3 - tasks involve a limited number of familiar steps and are of short duration Unit 4.3 longer project tasks involving an integration of concepts. Mathematics Foundation course sample EST Based on Content area 3.1: The four operations: whole numbers and money

Content area 3.3: The four operations: fractions and decimals Content area 3.4: Location, time and temperature Time Format Content One hour Written Conducted under invigilated conditions Typically between three and five questions Questions can require students to refer to source material The Authority informs schools during Term 3 of the

previous year of the Unit 3 syllabus content on which the task will be based For enquiries regarding the Mathematics Foundation course: Anne-Marie Benson Phone: 9273 6742 Email: [email protected] English as an Additional Language or Dialect Foundation course (EAL/D) for students beginning to acquire English as a language, or Standard Australian English as a dialect EAL/D eligibility criteria apply to enrolment in the Foundation EAL/D course

The course aims to develop students skills in listening, speaking reading and viewing, and writing, in social, educational and work contexts The course is mapped to the Australian Core Skills Framework Level 3 EAL/D Foundation course organisation of content All content is core and cumulative across the two years of the course Comprehension and communication skills in SAE are built on specific language competencies outlined in the Language table Content increases in complexity and breadth from Year 11 to Year 12 The syllabus allows flexibility in delivery of either a

vocational or an academic focus The development of SAE language competencies is accompanied by development of essential sociolinguistic and sociocultural knowledge EAL/D Foundation course - Unit 2 sample content EAL/D Foundation assessment EAL/D Foundation course EST design brief For enquiries regarding the EALD Foundation course: Gerard Morris Phone: 9273 6742

Email: [email protected] Health, Physical and Outdoor Education Foundation course organisation of content One core content module is allocated to each unit Elective modules allow schools to focus on Health, Physical Education or Outdoor Education content Modules may be extended to meet the needs, interests and abilities of the students Content will increase in complexity from Year 11 to Year 12 Health, Physical and Outdoor Education Foundation course content Develops knowledge, understandings and skills to enable students to pursue a healthy active lifestyle

Unit 1 Unit 3 Core: C11.1 - Fitness for health Core: C12.1 Healthy lifestyles Elective modules include: aquatics; building resilience; coaching; expedition planning; first aid; individual games and sports; team games and sports; officiating; outdoor adventure activities; predriver and road safety; and, recreation. Elective modules include: coaching 2; expedition planning 2; first aid 2; actions to improve health; individual games

and sports 2; management of sports injuries; minimizing environmental impact; officiating 2; outdoor adventure activities 2; and team games and sports 2. Unit 2 Unit 4 Core: C11.2 - Consumer health Core: C12.2 Health promotion Elective modules include: aquatics; building resilience; coaching; expedition planning; first aid; individual games and sports; team games and

sports; officiating; outdoor adventure activities; predriver and road safety; and, recreation. Elective modules include: coaching 2; expedition planning 2; first aid 2; actions to improve health; individual games and sports 2; management of sports injuries; minimizing environmental impact; officiating 2; outdoor adventure activities 2; and team games and sports 2. Health, Physical and Outdoor Education Foundation course assessment Performance tasks Assessment of the application of knowledge and skills in practical situations

Projects Tasks in which students develop and apply knowledge while exploring ideas related to the module studied Response tasks Students apply knowledge while responding to stimuli related to contexts studied within a module Health, Physical and Outdoor Education Foundation course sample EST Based on core module12.1: Healthy lifestyles. Time

One hour Written Conducted under invigilated conditions Format Typically between one and ten questions Questions can require students to refer to stimulus materials Content The Authority informs schools during Term 3 of the previous year of the Unit 3 syllabus

content on which the task will be based For enquiries regarding the Health, Physical and Outdoor Education Foundation course: Dino Manalis Phone: 9273 6356 Email: [email protected] Career and Enterprise Foundation course involves recognising ones individual skills and talents, and using this understanding to assist in gaining and keeping work enables the development of a range of work skills and an understanding of the nature of work has literacy and numeracy enriching strategies embedded

Career and Enterprise Foundation course - organisation each unit has two core modules the school selects three elective modules to deliver in each unit Assessment type weightings Assessment type Weighting Year 11 Investigation

Production/performance Individual pathway plan/career portfolio Response 30% 20% 30% 20% Year 12 Investigation Production/performance Individual pathway plan/career portfolio Response

Externally set task 30% 20% 20% 15% 15% Other Career and Enterprise support The Career Education Association of WA will be providing professional learning opportunities as the need arises in 2014. Please feel free to contact them for any further assistance or information. [email protected]

For enquiries regarding the Career and Enterprise Foundation course Charmaine Ford Phone: 9273 6306 Email: [email protected] Applied Information Technology Foundation Course involves the development of literacy and numeracy skills within an Information and Communication Technologies context relevant to a range of career, study and work pathways. caters for a range of students interests and encourages the use of ICT in a responsible and informed manner.

has literacy and numeracy enriching strategies as a key element Applied Information Technology Foundation course - organisation Each Syllabus is comprised of a number of Core and Elective modules Year 11 Unit 1: 5 core modules Unit 2: 2 core modules and 2 elective modules selected from a set of 4 elective modules. Year 12 Unit 3: 4 core modules and 2 elective modules selected from a set of 5 elective modules. Unit 4: 2 core modules and 2 elective modules selected from a set of 5 elective modules.

Applied Information Technology Foundation - course content Year 11 Year 12 Core modules The computer system Word processing and data management Presentation software Digital citizenship Project management Spreadsheets Social Collaboration

Core modules The computer system Word processing and data management Project management Spreadsheets Online ethics Elective modules Keyboarding Desktop publishing Databases Digital photography and graphics manipulation

Elective modules Sound editing Video editing Animation Website development Gaming Applied Information Technology Foundation - assessment Year 11 Project 70% Short answer 20% Extended answer 10%

Year 12 Project 60% Short answer 15% Extended answer 10% Externally set task 15 % (Year 12 ONLY) Applied Information Technology Foundation- EST Design Brief Time One hour Written Conducted under invigilated conditions Typically between five and ten questions

Format Questions can require students to refer to stimulus material. Stimulus material can include: extracts from newspapers or journal articles; screen captures of online media; diagrams; multimedia and/or graphics; and/or a scenario. Content The Authority informs schools during Term 3 of the previous year of the Unit 3 syllabus content (Core modules only)on which the task will be based For specific enquiries regarding the Applied Information Technology course:

Ian Gaynor Phone: 9273 6350 Email: [email protected]

Recently Viewed Presentations

  • 2017 Wind Technologies Market Report: Summary

    2017 Wind Technologies Market Report: Summary

    Note: Figure only includes the countries with the most installed wind power capacity at the end of 2017. The Geographic Spread of Wind Power Projects Across the United States Is Broad, with the Exception of the Southeast.
  • Health and Safety Training for Managers Part 1

    Health and Safety Training for Managers Part 1

    Section 37 - Liability of directors and senior managers. Where an offence… has been committed with the consent, connivance, or…attributable to any neglect on the part of any director, manager or a person who purports to act in that capacity,...
  • Eduqas Paper 2 - Reading

    Eduqas Paper 2 - Reading

    PARAGRAPH 1 - travelling is great. PARAGRAPH 2 - adventure. PARAGRAPH . 3 - meet new people. PARAGRAPH . 4 - bored of the UK. PARAGRAPH . 5 - bye and book your tickets! Imagine you have a friend or...
  • Constructivism, Realism and Liberalism

    Constructivism, Realism and Liberalism

    realists. But realists hold that peace is powerfully contextual, involving the resolving of highly particular problems that often arise precisely through the resolution of prior problems. This is because the resolution of any problem will not benefit everyone equally- in...
  • AVAMS Stage 4 Overview - E-LIS

    AVAMS Stage 4 Overview - E-LIS

    Its archive includes a large number of student productions from what are now significant Australian directors such as Philip Noyce, Gillian Armstrong and Jane Campion. It includes the audio-visual records of significant politicians, for example former Prime Ministers Harold Holt,...
  • Overview - Princeton University

    Overview - Princeton University

    Title: Overview Author: markus Last modified by: markus Created Date: 10/21/2003 3:13:46 PM Document presentation format: On-screen Show Company: Princeton University
  • Blok algoritmi i DES - Пријава

    Blok algoritmi i DES - Пријава

    The 64 bit block of incoming plaintext is split into a right and a left half of 32 bits each. The right half becomes the left half of the output text block at the end of the round, but it...
  • Diapositiva 1 - Heritage Skills

    Diapositiva 1 - Heritage Skills

    Module 2 - Scenario 1. Your office has recently purchased a few new printers to cover various tasks and areas of the office. Your office has purchased a thermal printer for printing off massive user manuals in a nice crisp...