1. Western Australian Curriculum and Assessment Outline March 2014
May 2013 v1
This presentation covers the following:
Purpose of the Western Australian Curriculum and Assessment Outline
Overview of the Western Australian Curriculum and Assessment Outline
Development of the Western Australian Curriculum and Assessment Outline
The Western Australian Curriculum and Assessment Outline website
Organisation of the Western Australian Curriculum and Assessment Outline
Guiding Principles for Western Australian Schools
The Western Australian Curriculum
Early Years Learning Framework
Kindergarten and Pre-primary
Foundation Pre-primary—Year 10 Curriculum
Assessment Principles and Practice
Judging Standards
Reporting Policy: Pre-primary—Year 10.
2014/3845v3 © 2014 School Curriculum and Standards Authority
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2. The School Curriculum and Standards Authority would like to sincerely thank the many people who have taken the time to participate in consultation processes and provide feedback which has helped us get to where we are today.
The School Curriculum and Standards Authority (the Authority) would like to thank the many Primary and Secondary teachers and school leaders who have provided advice and support which has shaped the development of the Western Australian Curriculum and Assessment Outline to date. This also includes contributing to the development of the many resources within the Outline that are available to support teachers.
Listening and responding to teachers and school leaders is critical to ensure that the support and advice developed by the Authority is practical and responsive to the needs of teachers.
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3. Purpose The Western Australian Curriculum and Assessment Outline:
sets out the knowledge, understanding, skills, values and attitudes that students are expected to acquire, and guidelines for the assessment of student achievement
is mandated for all Western Australian schools, including home educators
provides comprehensive information that schools can use to plan student learning programs, assess student progress and report to parents.
The Western Australian Curriculum and Assessment Outline replaces the Curriculum Framework and is mandated for all Western Australian schools.
The Outline includes:
guiding principles of teaching, learning and assessment
Kindergarten Curriculum Guidelines which complement the Early Years Learning Framework and the Australian Curriculum
the Pre-primary to Year 10 English, Mathematics, History and Science Australian Curriculum content including the general capabilities and cross-curriculum priorities
the Pre-primary to Year 10 English, Mathematics, History and Science Australian Curriculum achievement standards
student diversity materials
assessment resources
the Reporting Policy: Pre-primary to Year 10
Frequently Asked Questions
links to useful websites and resources. 
The Outline incorporates the Pre-primary to Year 10 English, Mathematics, History and Science Australian Curriculum and embraces the focus on general capabilities, cross-curriculum priorities and student diversity.
The Outline is the source of Kindergarten to Year 10 curriculum for all Western Australian students. It provides comprehensive information that schools can use to plan student learning programs, assess student progress and report to parents.
Student diversity
A diversity statement is embedded within the Guiding Principles. The statement is:
All students from Kindergarten to their final year of secondary schooling in Western Australia have a right to an education that is equitable and embraces diversity. This right is enshrined in the United Nations Conventions on the Rights of the Child. It is also a feature of the Melbourne Declaration on Educational Goals for Young Australians which is central to the Australian Curriculum. The Authority is committed to working in ways that promote the interests and rights of students in schools and home education contexts.
This education must be inclusive of students’ individual strengths and needs. Differences in terms of characteristics such as ethnicity, language (linguistic background), culture, gender, socioeconomic status, disability, sexual orientation or geographic location should not be allowed to detract from a student’s access to the high-quality education that is their right. The materials the Authority produces and the policies and procedures it follows seek to promote inclusivity.
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4. Curriculum transition
Given the phased development of the Australian Curriculum, schools will be teaching some learning areas from the Australian Curriculum and some learning areas described in the Curriculum Framework.
As the Australian Curriculum is developed, it will replace the Curriculum Framework.
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5. The K-10 Curriculum, Assessment and Reporting Who Does What
The K-10 Curriculum, Assessment and Reporting Who Does What? poster outlines the roles and responsibilities of Western Australian schools, school systems/sector, the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the School Curriculum and Standards Authority.
Download ( this A3 poster and share it with your colleagues.
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6. The Western Australian Curriculum and Assessment Outline A3 poster outlines the elements within the Outline that provide a comprehensive basis on which schools can plan, deliver, assess and report on learning programs for students in K-10 across all schools in Western Australia.
Download ( the poster and share it with your colleagues and display it somewhere prominent in your staffroom and staff work areas.
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7. Website Digital publication.
Link to the Western Australian Curriculum and Assessment Outline website
Navigation and key features of the website.
Digital publication
The Western Australian Curriculum and Assessment Outline is a digital publication and can be accessed via the Authority’s website, at the address shown on the slide.
Bookmark the link
This is a website that you and your colleagues will refer to often, so we recommend that you bookmark the link in your web browser.
Navigation and key features of the website
Click on the image on the slide to access the Western Australian Curriculum and Assessment Outline website.
Demonstrate the key features as follows -
The website is navigable by:
using the menus in the grey navigation bar at the top of the screen
clicking on the coloured icons on the home page
all icons on the home page can be accessed by clicking on the white arrows to the left and right of the screen.
The Curriculum K–10 menu link enables users to navigate to:
Guiding Principles
Values
Student Diversity
Teaching, Learning and Assessment Principles
Phases of Schooling
Kindergarten and Pre-primary Statement
The Western Australian Curriculum
Early Years Learning Framework
Kindergarten Curriculum Guidelines
P–10 Australian Curriculum
Alternative Curriculum Recognition.
Click on the Curriculum K–10 link to illustrate the drop down menu and click on a menu link to demonstrate navigation. Click the browser’s Back button or Home on the website menu to return to the Home page.
Click on and illustrate the content in the remaining links:
Assessment Principles and Practice
Reporting Policy
Resources.
Demonstrate how to download and save PDF documents under the Resources link.
FAQs
Click on the FAQs link on the Home page and illustrate the range of questions and answers already provided.
Advise that these will be updated regularly and that feedback to inform FAQs is welcome.
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8. CURRICULUM
May 2013 v1
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9. P – Year 10 Curriculum Implementation
2014
2015
Phase 1
English, Mathematics, Science and History are being taught by most schools.
Support materials for teachers available in the Western Australian Curriculum and Assessment Outline, including Snapshots, Overviews of Research, Assessment Activities, Judging Standards and Annotated Work Samples.
English, Mathematics, Science and History fully implemented.
Schools report student achievement to parents from Semester 1 in accordance with the Authority’s Reporting Policy: Pre-primary to Year 10 published within the Western Australian Curriculum and Assessment Outline.
Phase 2 and 3
The subjects/learning areas in Phase 2 and 3 are: The Arts, Civics and Citizenship, Economics and Business, Geography, Health and Physical Education, Languages* and Technologies.
The Authority will adopt and adapt content from Phase 2 and 3 subjects/learning areas to suit Western Australian schools. This will includes identifying core and additional content.
The Authority will develop support materials for teachers for Phase 2 and 3 subjects and learning areas, including Snapshots, Overviews of Research, Assessment Activities, Judging Standards and Annotated Work Samples.
Content for the Australian Curriculum subjects of History, Geography, Civics and Citizenship and Economics and Business will be reviewed to ensure a coherent Humanities and Social Sciences (HASS) learning area.
Developing a robust curriculum for Western Australian schools is a priority for the State Government.
In an Out of Session Paper to the Standing Committee on School Education and Early Childhood (SCSEEC), the Australian Curriculum, Assessment and Reporting Authority (ACARA) advised they would be releasing Australian Curriculum for the remaining Pre-primary to Year 10 (P-10) Phase 2 and 3 subjects in Health and Physical Education, Civics and Citizenship, Technologies, Economics and Business and the Arts as ‘Available for use; awaiting final endorsement’ on the Australian Curriculum website.
ACARA published these documents on 18 February 2014.
The School Curriculum and Standards Authority (the Authority) is responsible for the final curriculum content and implementation timelines for Western Australia. We advise that the P-10 Australian Curriculum for Phases 2 and 3 as developed so far by ACARA, requires significant review before it can be implemented in Western Australian schools.
In January 2014 the State Government committed an additional $6.9 million for the School Curriculum and Standards Authority to adapt the Pre-primary to Year 10 Australian Curriculum (Phase 2 and 3) to suit the specific needs of Western Australian students. The Phase 2 and 3 subjects developed by ACARA so far need review to ensure that the knowledge, skills and understandings across all disciplines can be managed by teachers and students.
It is also necessary to review the disciplines of History, Geography, Civics and Citizenship and Economics and Business to ensure a coherent Humanities and Social Sciences learning area.
Western Australia will adopt and adapt the Australian Curriculum to suit the needs of our students and schools. Western Australia has always been resolute in its position that we have the flexibility to determine the final syllabuses on a year by year basis (eg Year 1, Year 2, Year 3).
The funding provided by the Government will be used by the Authority to further refine and adjust the Australian Curriculum content and to develop resources and materials, including standards of achievement, to fully support all primary and secondary teachers. This work will commence during 2014 in consultation with teacher.
This information is outlined in a letter that the Minister for Education sent to all principals on 28 January The letter outlines the State Government’s commitment to the development and implementation of Phases 2 and 3 of the Australian Curriculum, including timelines.
The letter can be downloaded from the Authority’s website:
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10. Pre-primary – Year 10 curriculum
Specifically in relation to Phase 2 and 3, the Minister has advised schools of the following:
2014
The Authority, in consultation with teachers, will tailor the curriculum content to suit Western Australian schools, including identification of core and additional content.
2015
The Authority, in consultation with teachers, will develop Standards of Achievement to support teachers to assess and grade student work.
2016
Curriculum will be available to schools for familiarisation.
2017
Full implementation, including teaching, assessing and reporting by schools.
First reporting of student achievement to parents to occur by the end of Semester 1, 2017.
This timeline provides teachers and school leaders with an overview of when and what will be developed by the School Curriculum and Standards Authority and available for teachers to implement and by when.
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11. The animation in this slide provides an overview of what is expected of teachers and schools in order for them to have fully implemented Phase 1 of the Pre-primary to Year 10 curriculum by the end of Semester 1, 2015.
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12. Phases 2 and 3 Work has commenced on The Arts P – 10.
Syllabuses are being developed for P – 6 and 7 – 10 in The Arts + HASS + Technologies + H&PE + Languages*
The syllabuses:
will outline explicit content that teachers are expected to teach and students expected to acquire at each year level
will give an indication of notional time allocation.
As previously identified the Authority will adopt and adapt curriculum content from Phase 2 and 3 subjects/learning areas to suit Western Australian schools. The Authority has commenced work on refinement of the Phase 2 and 3 curriculum. This work is being undertaken in consultation with teachers.
When developed the syllabuses will be embedded within the Western Australian Curriculum and Assessment Outline.
* Note: ACARA has advised Languages will be delayed and is yet to confirm a revised date.
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13. Feedback to date from teachers supports the identification by the Authority of core and additional content within the syllabuses.
The cake (core curriculum content)… and the icing on the cake (additional curriculum content).
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14. This slide provides an overview of the early work that has and will continue to be undertaken by the Authority in relation to developing Western Australian syllabuses for The Arts, Humanities and Social Sciences, Technologies, Health and Physical Education and Languages*.
1 The Australian Curriculum for Phase 2 and 3 learning areas, developed by ACARA, will be reviewed.
The Authority will adopt and adapt the Australian Curriculum for Phase 2 and 3 learning areas and identify core and additional content.
The curriculum for learning areas from Pre-primary to Year 10 will then be outlined in year level syllabuses.
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16. Review of the Australian Curriculum
The Australian Government has announced a Review of the Australian Curriculum to be completed by 31 July 2014.
To evaluate the robustness, independence and balance of the Australian Curriculum by looking at the development process and content.
Any changes that the Australian and Western Australian Governments may endorse as a result of the Review will be considered as part of the Authority’s curriculum review cycle.
The Authority has responsibility for establishing timelines for implementation in Western Australia.
Western Australia’s submission to the review will be available on our website soon.
Important Note
On 10 January 2014, the Australian Government announced a review of the Australian Curriculum as developed so far.
The results of the Review are expected on 31 July 2014.
Any planned changes as a result of the Review will be communicated to schools via the Authority’s website.
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17. Kindergarten Curriculum Guidelines
The draft guidelines were available for consultation until 14 February 2014.
The guidelines will facilitate the optimal learning and development of Kindergarten children in Western Australia.
The guidelines build on the Early Years Learning Framework (EYLF, Commonwealth of Australia, 2009), which is the mandated framework for Kindergarten in Western Australia.
The Authority is considering the consultation feedback in order to refine the guidelines.
Schools will be advised when the guidelines will be published on the Authority’s website.
The Kindergarten Curriculum Guidelines use key ideas from Belonging, Being and Becoming – The Early Years Learning Framework which are age and developmentally appropriate to set expectations for Kindergarten teachers as they develop quality curriculum for Kindergarten children.
The School Curriculum and Standards Authority is currently analysing the consultation feedback received and will use this to refine the guidelines.
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18. Alternative curriculum recognition
Application by schools and education providers for recognition of an alternative curriculum (and/or reporting on student achievement) that aligns with the Western Australian Curriculum and Assessment Outline should be made to the Authority online.
Any nationally recognised curriculum that is included in ACARA’s Recognition Register (as at 30 September 2013) for Pre-primary to Year 10 English, Mathematics, History and Science will be recognised as an approved curriculum for implementation in Western Australian schools with some caveats which are published on our website.
Further information in regard to the Alternative Curriculum Recognition process and timeline for submission of applications is available via the Authority’s website:
The following caveats apply:
schools seeking this recognition need to confirm in writing, by completing the School Curriculum and Standard’s Authority’s Nationally Recognised Curriculum template to certify that their curriculum is consistent with that provided to ACARA in their application for recognition
this approval will not extend to subjects/learning areas in Phases 2 and 3 of the Australian Curriculum
when the P-10 curriculum is articulated in all learning areas (including Phase 2 and 3 subjects/learning areas) in the Western Australian Curriculum and Assessment Outline recognition of alternative curriculum will need to be sought from the School Curriculum and Standards Authority
this recognition does not include exemption from the School Curriculum and Standards Authority’s Reporting Policy: Pre-primary to Year 10.
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19. ASSESSMENT & REPORTING
May 2013 v1
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20. The big picture
Australian Curriculum - Phase 1 - in the Western Australian Curriculum and Assessment Outline, identifies essential content.
Achievement standards provide the year level pitch for content.
Judging standards provides tools to support teachers to report on student achievement.

21. Overview of teachers’ role
Identify essential content.
Sequence teaching and learning activities to support delivery of curriculum content and to reflect needs of students.
Develop assessment tasks to enable students to demonstrate achievement of the Achievement standards.
Collect evidence of student achievement and provide feedback.
Make on-balance judgments about student achievement, using the Judging standards resources.
Report student achievement.

22. Judging standards Grades (or Grades + Descriptors).
Assessment pointers – the fine-grained descriptions of student achievement.
Annotated work samples – the qualities that are valued, illustrate the progression from D to A grades.
Judging standards is a tool to support teachers when reporting against the Achievement Standards; when giving assessment feedback; and when explaining the differences between one student’s achievement and another’s.
Judging standards comprises three, interrelated components:
Grades for describing student achievement for the purpose of reporting
Assessment pointers for giving assessment feedback; for setting the pitch of assessment tasks; and for pointing to how assessments might be marked
Annotated work samples for indicating the meaning of each grade for each subject at each year level and for showing what students might need to do to improve.
The Judging standards resources have been developed by teacher analysis of student work and can be used to assist whole-school planning and individual classroom practice related to teaching, assessment and the reporting of student achievement. Judging standards will also promote shared understandings of achievement standards within and across schools.

23. Grades – Pre-primary to Year 10
Student achievement in the learning areas taught is reported on a five-point scale (Pre-primary to Year 10).
In Years 3 – 10 the following table of letter grades and achievement descriptors must be used but flexibility is provided for systems or schools in Pre-primary to Year 2 reporting.
Letter grade
Achievement descriptor1 A
Excellent
The student demonstrates excellent achievement of what is expected for this year level. B
High
The student demonstrates high achievement of what is expected for this year level. C
Satisfactory
The student demonstrates satisfactory achievement of what is expected for this year level. D
Limited
The student demonstrates limited achievement of what is expected for this year level. E
Very low
The student demonstrates very low achievement of what is expected for this year level.
Note 1: As the Australian Curriculum is implemented, expected achievement will be defined by the achievement standards as described in the Western Australian Curriculum and Assessment Outline
The School Curriculum and Standards Authority's Pre-primary to Year 10: Reporting Policy, published within the Western Australian Curriculum and Assessment Outline ( articulates the five-point scale that teachers must use to report student achievement in the learning areas taught for all years from Pre-primary to Year 10.
Reporting learning area achievement using the Australian Curriculum
For Pre-primary to Year 10, the Australian Curriculum achievement standards will describe expected achievement at each year level for each learning area. As the Australian Curriculum is implemented, student achievement will be reported against the achievement standards for the year level of the student.
Exemplification of levels of achievement will be provided through annotated work samples. The Authority is developing annotated work samples for Phase 1 of the Australian Curriculum which will align with the five-point reporting scale to be used in Western Australian schools. The annotated work samples will continue to be reviewed and enhanced in relation to their coverage of the achievement standard and the diversity of student work that can be used to provide evidence of student learning.
By mid-2015, schools will report using the Australian Curriculum in English and Mathematics (and are strongly encouraged to report in Science) for Pre-primary and English, Mathematics and Science for Years 1 – 10. As the Australian Curriculum has not yet been developed for all components of the Humanities and Social Science learning area, schools have the discretion to report student achievement in History and/or the Humanities and Social Sciences until further clarification is provided by the Authority.
Reporting learning area achievement using the Curriculum Framework
For those learning areas for which the Australian Curriculum is not yet available or has not been implemented, schools should continue to report student achievement against the Curriculum Framework using the five levels of achievement defined above.
Minimum reporting requirements and guidelines
The table within the Pre-primary to Year 10: Reporting Policy includes prescribed minimum reporting requirements and guidelines for the learning areas taught in Pre-primary to Year 102, 3 in Western Australian schools.
Schools should report twice a year on a student’s achievement in English, Mathematics, Science and Health and Physical Education. For the remaining learning areas schools should report twice a year if the learning area is taught over a year and once a year for learning areas taught over a term or semester.
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24. Reporting – Pre-primary
Schools are required to report in English and Mathematics and strongly encouraged to report in Science. Schools may also choose to report in other learning areas. Schools report using achievement descriptors but without letter grades. The achievement descriptors used may be system-based or school-based or those in the previous table, but must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline.
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25. Reporting – Years 1 to 2
Schools must report in all the learning areas taught. Schools report using system-based or school-based achievement descriptors or those in the previous table and may use the letter grades. The achievement descriptors used must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline.

26. Reporting – Years 3 to 10
Schools must report in all the learning areas taught. Schools must report using the letter grades and achievement descriptors provided in the previous table. The achievement descriptors are aligned with the achievement standards described in the Western Australian Curriculum and Assessment Outline.
Students undertaking a modified curriculum (e.g. a documented individual education plan, documented learning plan or differentiated learning plan)
If there is a legitimate reason for a student to be following a modified curriculum (for example, an individual education plan, documented learning plan or differentiated learning plan), schools should negotiate and document any variation to the reporting of the student’s achievement with the student and her/his parents or carers.
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27. Assessment pointers
The assessment pointers will support teachers to give assessment feedback; set the pitch of assessment tasks; and to support the marking of tasks. They support the development of shared understandings of the Achievement Standards at each year level by teachers within a school and across schools.
The Assessment pointers are not to be used as a check-list.
While the Achievement Standards provide broad information about the knowledge, skills and understandings to be taught, the Assessment pointers provide fine-grained descriptions of student achievement – i.e. qualitative information about:
the extent of knowledge
the sophistication of skills
and the depth of understanding.
The Assessment pointers have been developed through a pairwise comparison analysis of real student work samples across Pre-primary to Year 10.
NOTE
There are currently gaps in Assessment pointers (at some grades). The Authority will continue to publish Assessment pointers in these areas throughout 2014.

28. Assessment pointers Fine-grained descriptions of achievement
Sophistication of skills
Extent of knowledge
Point to how assessments could be marked
Depth of understanding
Setting the pitch of assessment tasks
Assessment feedback

29. Annotated work samples
Sample is representing Excellent achievement
Parts of the task relevant to the achievement standard are highlighted
Task provides opportunities to demonstrate achievement…not just skills tests
The School Curriculum and Standards Authority is undertaking the development of annotated work samples that will align with the five point reporting scales provided in the Assessment pointers. These will be published progressively on the Judging standards website, following publication of the Assessment pointers. Please note that work samples will be provided to exemplify ‘A’ to ‘D’ grades, but not an ‘E’ grade.
In the lead up to full implementation in 2015, the Assessment pointers and annotated work samples will continue to be reviewed and enhanced in relation to their coverage of the Achievement Standard and the diversity of student work that can be used to provide evidence of student learning.
The annotated work samples represent achievement at the 4 grades exemplified (not E grade).
(However) while the task may represent qualities of Excellent achievement, the samples may contain B and even some C qualities, too.
An on-balance judgment was made, by the teachers (and pairwise judges) who selected them.
A selection of sample annotated work samples is now published on the Judging standards website, for:
English
History
Science and
Mathematics
ISSUES
The current samples are being refined, in response to teacher feedback.
There may be refinements to layout and design.
We welcome your feedback.
Not for grading individual pieces of work

30. Black text indicates qualities demonstrated in the Assessment pointers
Coloured text identifies qualities or examples particular to the work sample
Annotated work samples:
exemplify the qualities that are valued, in the student’s work
exemplify the qualities that were identified, at each grade
identify what students might need to do to improve
provide models for giving feedback to parents or to students
provide anchors for the extent of knowledge, the sophistication of skills and the depth of understanding that illustrates achievement, at a particular grade.

31. Step 1 Step 2 Step 3 Step 4 Step 5 B C D C B
Select assessment evidence
Step 2
Review against Assessment pointers and make preliminary grade judgment
Step 3
Compare annotated work sample from Judging standards with student’s work
Step 4
Look at samples in Judging standards above and below to confirm judgment
Step 5
Use annotations and assessment pointers to guide report comments
English
History
History
Science
History B
Maths C
History C B
Using Judging standards
* You are not expected to use this process for every piece of students’ work.
Step 1: Select assessments (or other evidence of student achievement) for students who are at the grade boundary.
NOTE
Not just ‘skill tests’.
End-point assessments, that show the achievement, over a period of time are best.
Use assessment evidence that discriminates between students.
Step 2: Review 1 or 2 pieces of the evidence against the Assessment pointers and make a preliminary grade judgment.
This is an on-balance judgment… an estimate of the student’s achievement, weighing up a range of performances.
Students may not demonstrate every assessment pointer.
The pointers themselves, are illustrations only - not the breadth of what is required to be an ‘A’ student.
It will be necessary to take into account a student’s progress, part way through the year.
A student may demonstrate excellent achievement in that year, after a term or semester, based on what they have been taught.
Step 3: Look at an annotated work sample in Judging standards (for that grade) and compare it with the student’s work. This may involve several comparisons.
Step 4: Look at other annotated work samples in Judging standards.
Look at samples above and below, to confirm (grade) judgment.
If working from a list of ranked students, the rank order may have anomalies.
Confirm the judgment (and, if using marks, the cut-score, at the grade boundary).
Step 5: Use annotations and/or assessment pointers to guide comments in reporting to parents on a student’s achievement.
History D
History

32. Reporting on student attributes
Formal reports to parents should also include information relating to the development of other student attributes that influence learning.
It is strongly recommended that schools use an alternative approach when reporting on such attributes and do not use the same five-point scale which is used as a measure of achievement.
For Pre-primary to Year 10, school reports should include:
a teacher assessment of the student’s attitude, behaviour and effort
an overall teacher comment
any additional information the school considers relevant.
In addition for Pre-primary to Year 2, school reports should include:
a description of the student’s progress in personal and social learning.
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33. RAISING STANDARDS IN LITERACY AND NUMERACY
May 2013 v1
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34. NAPLAN
The School Curriculum and Standards Authority now administers NAPLAN in Western Australia.
ACARA will not reveal the genre of the Writing test in 2014.
Students need to be familiar with narrative and persuasive writing.
The NAPLAN website is invaluable, in particular the marking criteria for the writing tests.
The marking guides, which contain work samples, can be downloaded.
2014 NAPLAN test period
13 – 15 May
From 2016 a wider window for NAPLAN assessment may be introduced to accommodate online delivery of the tests.
Your school may also be randomly selected to participate in NAPLAN trial testing (early to mid-August) or equating testing (2 to 4 weeks prior to NAPLAN test week).
The selected schools are required to participate in these activities.
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35. NAPLAN
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36. NAPLAN
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37. NAPLAN
The Authority is currently advertising for markers for the Writing component of NAPLAN.
Marking is an invaluable opportunity for professional development for teachers, please encourage interested staff to apply.
Applications are made online via our website.
Applications close on Friday, 21 March 2014.
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38. Literacy and Numeracy Assessment
To achieve a Western Australian Certificate of Education (WACE) from 2016 and beyond, 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 will be recognised as having met the standard required for that component of the OLNA.
In January 2013 the Minister for Education announced that there would be changes to the Western Australian Certificate of Education (WACE). For further information about these changes visit the Authority’s website ( There is detailed information that outlines the revisions to the WACE and what students will need to achieve in order to be awarded a WACE from 2016 and beyond.
One of several requirements that students need to acquire in order to achieve their WACE is to demonstrate a minimum literacy and numeracy standard through completing an Online Literacy and Numeracy Assessment. This assessment is based on skills regarded as essential for individuals to meet the demands of everyday life and work in a knowledge-based economy.
The minimum standard will be mapped to the Australian Core Skills Framework (ACSF) which describes the minimum requirement for individuals to meet the demands of everyday life and work in a knowledge-based economy and is indicative of ACSF Level 3.

39. Meeting the standard
This flowchart describes how student may prequalify in relation to meeting the minimum standard.

40. When do students sit the OLNA?
Students will be required to undertake the OLNA in Semester 1, Year 10 unless they have prequalified for one or more components through achievement of Band 8 or higher in the Year 9 NAPLAN tests.
If the student does not meet the standard in Semester 1, then they must sit in Semester 2, Year 10, and, if required, Semester 1, Year 11.
From then on, and if required, students may choose when next to sit the assessment.
A set of procedural guidelines for principals, coordinators and teachers was provided to schools in January 2014.
Schools have been advised the names of students who have prequalified in one or all of the components and will therefore not be required to sit the associated components of the OLNA.
Schools have received a list of students who are required to sit one or more components of the Online Literacy and Numeracy Assessment.
International and mature age students will sit the test at the first available opportunity.

41. 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.
This will be determined after consultation has occurred, involving the principal, student, and the relevant parent/carer, and a decision is reached that the student is not able to access the assessment with the disability provisions available.
Students who meet the criteria for exemption but who sit any or all components of the Literacy and Numeracy Assessment under test conditions, will be counted as assessed students and will be notified that they have or have not demonstrated achievement at or above the minimum literacy and numeracy standard.
Students with identified special needs may choose not to sit the assessment and will therefore be ineligible for a WACE.

42. 2014 OLNA dates
Support documents have been developed to assist teachers in preparing students for assessments.
Further support materials to assist teachers with those students who do not demonstrate achievement at the minimum standard will be available in May 2014.
Round
Numeracy and Reading
Writing 1
10-21 March 2014
10-12 March 2014 2
1-12 September 2014
1-3 September 2014
The writing component of the OLNA will be administered over a three day period to ensure increased security purposes. The writing prompt will be different each day.
Support materials include:
What administrative steps schools can take to prepare students for the OLNA.
How teachers can best prepare students prior to the OLNA.
How teachers can help students become confident with navigating in the online assessment environment?
Specific advice for students when completing each of the numeracy, reading and writing components of the assessment.
Links to literacy and numeracy resources on the web which contain a range of teacher resources, including guidelines for developing effective literacy programs, teaching strategies, professional learning packages and other support materials.

43. OLNA information pack for schools
The following information was ed to all schools with expected Year 10 enrolments in 2014 on 28 January 2014.

44. The login screen for the Online Literacy and Numeracy Assessment looks like the graphic on this slide.
It is recommended that schools access and use the practice assessment.
The practice assessment can be accessed at the following:
URL:
Username: (4 digit SIRS school code only – do not include the ‘p’)
Password: prac14

45. Sample reading question

46. Sample numeracy question

47. OLNA report 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.

48. The Authority would like to sincerely thank the many people who have taken the time to participate in consultation processes and provide feedback which has helped us get to where we are today.
2014/3845v2

49.
2014/3845v2