- Skip to content
- Skip to navigation
- $ AUD Australian Dollar
- $ NZD New Zealand Dollar
- OUP Worldwide
- CART ( 0 )
A teacher's guide to the new QCAA Senior Chemistry syllabus changes
Register for QLD Senior Syllabus updates, exclusive invites, advance access to resource samples and more! Register your interest
A change is coming for queensland senior secondary schooling..
Senior Chemistry in Queensland is changing to help students develop 21st-century skills and knowledge for success in their future work and life. You can trust our expert Queensland authors and award-winning publishing team to support you with the tools and resources you need to help you implement the new Queensland Senior Chemistry syllabus. The changes to Queensland Senior Chemistry affect all aspects of teaching and learning – new teaching content, new course structure and a new approach to assessment.
What does the new QCAA Chemistry General Senior Syllabus look like?
Source: Chemistry 2019 v1.2, QCAA General Senior Syllabus, Queensland Curriculum & Assessment Authority November 2017
Students studying the Senior Chemistry syllabus from 2019 will:
To successfully implement the new Senior Chemistry syllabus, there are three basic points to be aware of:
The new course is made up of four units of study to be taught over two years (i.e. Units 1 and 2 to be taught in Year 11 and Units 3 and 4 to be taught in Year 12). Students should complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4.
Units 1 and 2 have students working across all syllabus objectives and beginning to engage with the course subject matter. The teaching of Units 3 and 4 consolidates students’ learning. Subject matter, learning experiences and assessment increase in complexity from Units 1 through to 4 as students develop independent learning.
Only the results from Units 3 and 4 will contribute to ATAR calculations. Each unit has been developed to a notional time of 55 hours of teaching and learning, including assessment.
Meet our Chemistry for Queensland expert author team:
Krystle Kuipers is an experienced Chemistry teacher who is currently Head of Science at Varsity College. She is a QCAA panel member and is involved in monitoring and verifying assessment and marking for schools in her district. Krystle is also an experienced chemist with a broad range of academic experience.
Paul Keillor is an experienced teacher and Head of Science at Ipswich Girls’ Grammar. He has been involved as a district review panellist for the new Chemistry General Senior Syllabus.
Dr Philip Sharpe is a lecturer in the School of Chemistry and Molecular Biosciences at The University of Queensland. He was part of the team that received a 2017 Australian Award for University Teaching and has also received individual recognition for his teaching. He is a member of the Queensland Royal Australian Chemical Institute (RACI) Chemical Education group.
Carrie Bloomfield is an expert Chemistry teacher and Head of Science. She has previously been involved as a Chemistry exam assessor interstate. Carrie has further used her chemistry qualifications in the mining, aquaculture and climate change sectors.
Helen Silvester has been an educator for over 20 years and has held Head of Science positions in a number of schools. She was shortlisted for the 2014 Prime Minister’s Secondary Science Prize for Excellence in Science Teaching in Secondary Schools. Helen is also author of the award-winning Oxford Science series.
Dr Martin Brabec
Dr Martin Brabec is an experienced Chemistry and Physics teacher at Clayfield College and has taught in both Australia and Switzerland. Martin is also an accomplished Atmospheric Scientist with research experience in volcanic ash plumes, dust storms and cirrus cloud formations.
Paul Devlin has a wealth of experience teaching senior Chemistry. He is actively involved as district panel chair for the new QCAA senior syllabus.
What is Oxford publishing for the new QCAA Chemistry General Senior Syllabus?
The publishing team at Oxford is currently working with expert Queensland authors to deliver high-quality resources directly mapped to the new syllabus. These include:
Chemistry for Queensland Units 1 & 2
Chemistry for Queensland Units 1 & 2 Student book + o book a ssess
- Print student book with digital access
Chemistry for Queensland Units 1 & 2 o book a ssess
- Digital student access (12 months access)
Chemistry for Queensland Units 1 & 2 o book a ssess MULTI
- Digital student access (3 x 12 months access)
Chemistry for Queensland Units 1 & 2 Teacher o book a ssess
- Digital teacher access
Chemistry for Queensland Units 1 & 2 Student workbook
- Print Student workbook
Institutional purchases Please contact your Education Consultant if your school purchases resources on behalf of students and requires multi-year digital subscriptions. If your school has a different model, ask your Education Consultant about purchase options.
All Unit 1 & 2 titles coming in 2018.
Chemistry for queensland units 3 & 4.
Chemistry for Queensland Units 3 & 4 Student book + o book a ssess
Chemistry for Queensland Units 3 & 4 o book a ssess
Chemistry for Queensland Units 3 & 4 o book a ssess MULTI
Chemistry for Queensland Units 3 & 4 Teacher o book a ssess
Chemistry for Queensland Units 3 & 4 Student workbook
All Unit 3 & 4 titles coming in 2019.
Why choose oxford qld senior science resources.
The publishing team at Oxford is working with expert Queensland authors to deliver high-quality resources directly mapped to teaching the new QCAA Senior Science syllabus.
Our Senior Chemistry resources are designed to work for you in the classroom. They will:
provide learning pathways that ensure complete coverage of the syllabus
clearly model approaches to inquiry learning and critical thinking
provide detailed support and resources for assessment (including exam preparation and practice)
suggest methodologies for mandatory and suggested practicals outlined in the syllabus.
All these features are designed to save you time when lesson planning, reduce the stress of syllabus implementation and ensure the best learning outcomes for your students.
From January 2019, senior secondary syllabuses in Queensland will change to support the introduction of new assessment and tertiary entrance systems. As teachers across Queensland prepare for this significant change, the Secondary team at Oxford will be busy collaborating with local teachers and educators to create a range of world-class teaching and learning materials. Our goal is to make implementation of the new systems as smooth and stress-free as possible for you. –The Secondary Publishing Team at Oxford University Press
Register for QLD Senior Syllabus updates from Oxford and receive:
Invites to our free webinar series
Invites to Professional Development events in Queensland
Advanced access to sample chapters and page proofs
Relevant QCAA syllabus updates where applicable
Access to teaching and learning resources
Complete the form below – you may select more than one subject:, browse teacher guides for other subjects:.
Senior: 11 & 12: Unit 4: Organic Chemistry in Society (IA3)
- Senior - Assignments
- Unit 2: Management Effectiveness - Improving Liquidity
- Unit 4: Cash Management
- Unit 1: Weapons and Warfare (IA3)
- Unit 2: Queen Hatshepsut (IA2)
- Unit 3: Fifth Century Athens (IA2)
- Unit 4: Roman Republic (IA3)
- Unit 4: Augustus
- Unit 1: Art as Lens
- Unit 2: Art as Code
- Unit 3: Art as Knowledge
- Unit 4: Art as Alternate
- Unit 2: Infectious Diseases (IA3)
- Unit 4: Heredity and Continuity of Life
- Unit 1: Chemical Reactions, Properties and Structures
- Unit 4: Organic Chemistry in Society (IA3)
- Unit 1: The Earth's Spheres
- Unit 2: Energy Transfers & Transformations
- Unit 3: Living on Earth
- Unit 4: Changing Earth
- Unit 2: Inequalities of Income Distribution
- Unit 3: Australia's Free Trade Agreements
- Unit 3: Carol Ann Duffy, Poet
- Unit 3: Crime Stories
- Unit 3: Classic American Short Stories
- Unit 1: Covid 19 (IA2)
- Unit 3: Land Transformation
- Unit 3: Human Rights in Australia
- Unit 3: Law Reform - Pill Testing
- Unit 1: Narrator as Character
- Unit 1: The Spy Who Came in from the Cold
- Unit 2: A Streetcar Named Desire
- Unit 2: On the Road
- Unit 2: The Joker as Villain
- Unit 3: The Western Genre
- Unit 4: In Cold Blood
- Unit 1: The Russian Revolution (IA3)
- Unit 2: American Civil Rights (IA2)
- Unit 2: 1967 Referendum
- Unit 3: USA 1917-1945 (IA2)
- Unit 4: Cold War
- Unit 4: Vietnam War
- Unit 2: Philosophy of Religion
- Unit 2: Philosophy of Mind
- Unit 3: Moral Philosophy
- Unit 4: Political Philosophy
- Unit 1: Motor Learning and Volleyball
- Unit 3, Topic 1: Tactical Awareness in Badminton
- Unit 3, Topic 2: Ethics and Integrity
- Unit 1: Thermal, Nuclear & Electrical Physics
- Unit 4: Revolutions in Modern Physics
- Unit 1: Adolescent Cognitive Development and Technology
- Unit 2: Psychological Diagnosis
- Unit 3: Memory
- Unit 4: Social Psychology
Claims and Resources For Them
- CLAIM 1: Cars powered by hydrogen fuel cells are better than those powered by lithium ion batteries
- CLAIM 2: Modern chemical sensors in medicine save thousands of lives each year in Australia
- CLAIM 3: Only plastics that are recyclable should be manufactured
- CLAIM 4: Instrumental analysis is essential for crime scene analysis
- CLAIM 5: That per- and poly-fluoroalkyl substances should be banned for use in Australia
In this database, enter keyword search 'Hydrogen fuel' and with a different search try 'Fossil fuel'.
In this database, enter keyword search: 'Hydrogen fuel and fossil fuel' - you will see several results.
In Chapter 2, choose the topic 'Hydrogen: help or hype?', p. 48
EbscoHost Research Starter database: Hydrogen fuel
Technological forecasting & social change: can hydrogen fuel vehicles be a sustainable alternative on vehicle market: comparison of electric and hydrogen fuel cell vehicles .
Chemical sensors are measurement devices that convert a chemical or physical property of a specific analyte into a measurable signal, whose magnitude is normally proportional to the concentration of the analyte
Honeywell: Complete guide to medical sensors - benefits and applications
National Library of Medicine: Sensors in medicine
Chemical Reviews: Introduction - modern topics in chemical sensing
Springer international publishing: chemical sensors , science direct: biosensors applications , fudan university: fibre optic chemical sensors and biosensors , google books: biomedical sensors (remember, some chapters will be redacted or not available), access science database: plastics recycling, plastics for change: the benefits of using recycled plastics, ellen macarthur foundation: global commitment overview for plastics, chem trust: chemical recycling state of play 2020, access science database: plastics recycling links (use passwords to login from home)) , chemical and engineering news: chemistry may have solutions to our plastic trash problem , wiley: beyond mechanical recycling: giving new life to plastic waste , click on 'pdf'., national academies of science engineering and medicine: closing the loop on the plastics dilemma, cosmos magazine: in search of a better way with plastic , american chemical society (acs): chemistry may have solutions to our plastic trash problem, nature: chemistry can help make plastics sustainable - but it isn't the whole solution, chemistry world: plastic recycling heading for the mainstream, journal of polymer science: advances and approaches for chemical recycling of plastic waste, elsevier: improvement of recyclable plastic waste detection - a novel strategy for the construction of rigid classifiers based on the hyperspectral images , newsrx health & science: princeton team advances new route to chemically recyclable plastics , science news: chemists are reimagining recycling to keep plastics out of landfills , cosmos magazine: compostable plastics may not be better , courier-mail: it's two fingers up to waste an article in the courier-mail 13/3/21 about australia's first soft plastic food wrapper made from recycled plastic - a kitkat., science news: how seafood shells could help solve the plastic waste problem , science direct: polyurethanes: structure, properties, synthesis, characterization, and applications, areas of interest might include blood, blood alcohol, ink from writing, dna fingerprinting, drugs, fibres, poison, glass and paint, colour and overdoses., possible topics: atomic absorption spectroscopy and mri., principles of instrumental analysis, this is a print book available from the library at 543 sko., acs publications: instrumental and analytical methodology in forensic science, chemistry and engineering news (c&en): fingerprints are more than just patterns, they're chemical identities, azo life sciences: analytical chemistry in forensic science, significance of instrumental methods in forensic science , burning down the house: a case study in instrumental analysis , incorporating forensic science throughout the undergraduate analytical curriculum - from nonmajors to instrumental analysis , instrumental neutron activation analysis in forensic science in jamaica: the case of the coral springs beach theft , journal of forensic sciences: analytical instrument in trace evidence analysis used in forensic sciences , science news: x-rays detect fingerprints , forensic investigation of arson residue by infrared and raman spectroscopy: from conventional to non-destructive techniques from medicine, science and the law, 2020-07, vol.60 (3), p.206-215, the american chemical society: inquiry-based arson investigation for general chemistry using gc-ms , note : u.s. spelling is 'fluro', so search for that as well. also called 'pfas'., used in a wide range of products, including carpets, nonstick cookware and firefighting foams. health effects include cancer, liver damage, decreased fertility, and increased risk of asthma and thyroid disease., elsevier: per and poly-fluoroalkyl substances - current status and research needs , elsevier: fate and redistribution of perfluoroalkyl acids through afff-impacted groundwater discusses the situation at oakey, near toowoomba., oakey pfas investigation: human health risk assessment , army aviation centre, oakey , elsevier: polyfluoroalkyl chemicals and the risk of kidney stones in us adults: a population-based study , escholarship repository: associations between prenatal maternal exposure to per- and polyfluoroalkyl substances and polybrominated diphenyl ethers (pbdes) and birth outcomes among pregnant women in san francisco , elsevier: quantitative determination of perfluoroalkyl substances (pfas)in soil, water, and home garden produce , elsevier: comparative studies on foam stability, oil-film interaction and fire extinguishing performance for fluorine-free and fluorinated foams , elsevier: per- and polyfluoroalkyl substances in firefighting foam concentrates and water samples collected near sites impacted by the use of these foams , elsevier: deep seepage of per- and polyfluoroalkyl substances through the soil of a firefighter training site and subsequent groundwater contamination , australian defence department: what are pfas's , the australian: nsw government moves to ban ‘toxic’ firefighting foam containing pfas chemicals , illinois sustainable technology centre: per- and polyfluoroalkyl substances (pfass) , us food and drug administration: per and poly fleuroalkyl substances , east carolina university: researching health effects of pfas , duke university: perfluoroalkyl and polyfluoroalkyl substances (pfas) , queensland chemistry textbook (pearson) research chapter.
- Pearson Chemistry Queensland 12: Units 3 & 4
Check the quality of your websites using these criteria (adapted from QUT Library):
C urrency: timeliness of the information, when was the information p ublished, posted or last updated, is the information current for your topic and field of study how recent does it have to be can older sources work just as well, r elevance: importance of the information for your needs, is the information appropriate for a senior secondary course, is this an adequately in-depth examination or a quick summary of the topic, who's the intended audience is it the general public, a student, a researcher or industry, is the level of information too basic or too advanced for your needs, a uthority: source of the information, is the author/authoring body (individual person, or institution, or organisation) established and reputable, are their qualifications, credentials, expertise, experience, educational background and previous work (if any) relevant and do they add credibility to the source, has the piece been published by a well-known and respected publisher or organisation, do references to other sources support the writing ie is a reference list provided, a ccuracy: reliability and correctness of the information, where does the information come from, and is it supported by evidence, does it have a reference list or bibliography so you can easily find and verify the sources used, are there any spelling, grammar, or other typographical errors.
P urpose: Reason the information exists
What is the purpose of the information? Why was it written?
Does the point of view appear objective, unbiased and impartial, is the viewpoint of the author's affiliation/ sponsors reflected in the message or content, does the author acknowledge alternative versions of the issues or facts, zotero online referencing tool.
- Zotero Installation
Zotero can be set to the same Harvard AGPS (Australia) style that CiteAce uses, called 'Melbourne Polytechnic - Harvard'. Please read the instructions carefully.
Any issues - see your Library Staff
QCAA Samples and Exemplars
The QCAA website has exemplars of the sorts of research assignments you need to produce.
Chemistry Exemplar from QCAA CLAIM: Natural shampoos are better than synthetic shampoos. RESEARCH QUESTION: Are natural shampoos better cleaners than synthetic shampoos based on surface tension, wetting time, solid content, detergency and foaming ability?
Writing and Rationale
Information about the Chemistry Research Assignment from Pearson Texts
- Pearson Textbook Chapter on Year 11 Research Investigations
- Pearson Textbook Chapter on Year 12 Research Assignment
The ENTIRE collection of resources provided by the BBC Library can now be searched on ONE single, powerful search platform, which retrieves print books, eBooks, database articles and websites. Click HERE for assistance.
Science Subscription Databases
Subscription Science Journals
Request the Library to purchase an Ebook for your assignment!
You can see the entire proquest ebook central catalogue of 500,000 resources by entering your search term in the box above. you may browse any title for 5 minutes, and if it's one we don't already own, it will say 'request this book from your library' , which means you can email the library to ask us to purchase it if you like it, or simply rent it for a day so you can quickly take the notes you need during that day., sign in with your student number as your username., we will attend to your request as quickly as possible, how to create in-text references for figures and tables.
- Figures and Tables for In-Text References APA 7 STYLE
Advanced Web Searching Tips
1. Use 'Ctrl F' (Control + Find) to search for particular terms easily in a long document, whether from a website or a database article.
2. use a boolean command - put double inverted commas around phrases to limit and improve your results eg "energy drinks cardiovascular problems children". , 3. use a google domain command eg site:edu or site:gov to limit results to a certain domain such as education or government eg biodiesel site:edu, 4. use a google command t o limit results to the most recent: after you get your results, choose the google menu bar, and choose 'tools'. then on the far left, at the drop-down menu next to 'any time', you can choose 'within the last year' (or less, if you prefer), but generally, you can choose 'custom range' at the bottom, as often the last 3-4 years would be sufficient for a recent search..
Science Template for Writing Research Assignments
From Mrs Allen:
1. START EARLY
2 . ASSIGNMENT BREAKDOWN a. First 10% - General Reading (This is where your ideas are shaped , read 3-6 sources of VARIETY) b. 10% - 40/50% - Active Notetaking (This is where you collect & collate evidence & info ) c. 40-50% - 80% - Organisation of Ideas (This is where you construct the structure of your essay, and allocate the number of words for each part). d. 80% - 100% - Writing (This is where you write the assignment as streamlined as possible)
Research Assignment Template - Mrs D.Allen
The Science Research Assignment: Some Hints
- The Science Research Assignment: Some Tips
Useful Chemistry Websites
Useful General Academic Websites
The world’s largest collection of open access research papers
An inclusive journal community which believes all rigorous science needs to be published and discoverable, widely disseminated and freely accessible to all
A free distribution service and an open archive for scholarly articles in the fields of science
An American website that aggregates press releases and publishes lightly edited press releases about science.
The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information.
Breaks down the stories behind the most interesting news and photos on the Internet.
A network of not-for-profit media outlets that publish news stories on the Internet that are written by academics and researchers
- Advantages / Disadvantages of Google Scholar
- How to use Google Books
Data sets involve the integration of heterogeneous data in varying formats and from diverse communities. Four basic features can be identified as common to most definitions: grouping, content, relatedness , and purpose.
MyBib Referencing Generator
Mybib is an online referencing generator to help you with in text references and your list of references..
Sign up for an account so that it will store the references for your assignment. Add it to your bookmark bar to find it quickly.
Install the chrome extension to make your referencing even faster., make sure everything in your reference list has a corresponding in-text citation in the body of your essay..
- MyBib - 'How to' Guide
- << Previous: Unit 1: Chemical Reactions, Properties and Structures
- Next: Earth Science >>
- Last Updated: Nov 15, 2023 12:04 PM
- URL: https://libguides.bbc.qld.edu.au/Year11
- Senior secondary
- Certificates & qualifications
QCE & QCIA handbook
- 7 The assessment system
- 7.3 Assessment requirements
On this page:
There are a range of syllabus types developed by the QCAA (see Section 4.1: Syllabuses ) and each syllabus type has different assessment requirements, which are described in the syllabus. As part of quality teaching and learning, teachers should help students to understand the requirements of assessment tasks, and how they relate to the relevant standards.
Schools participate in assessment quality assurance processes as required.
For assessment in each subject or course offered, access arrangements and reasonable adjustments (AARA) may be approved for eligible students (see Section 6: Access arrangements and reasonable adjustments (AARA), including illness and misadventure ).
7.3.1 Applied subjects
Planning an assessment program.
Schools plan the assessment program as part of the study plan submitted for approval via the Study Plans application in the QCAA Portal. When planning an assessment program over a developmental four-unit course, schools should:
- administer assessment instruments at suitable intervals throughout the course
- provide students with opportunities in Units 1 and 2 to become familiar with the assessment techniques that will be used in Units 3 and 4
- assess all the dimensions in each unit
- assess each objective at least twice by midway through the course (end of Unit 2) and again by the end of the course (end of Unit 4)
- assess only what students have had the opportunity to learn, as prescribed in the syllabus and outlined in the study plan.
Units 1 and 2
Schools develop a minimum of two and a maximum of four assessments from their approved study plan to match the techniques and conditions described in the syllabus and to reflect the local context.
Units 3 and 4
Schools develop a total of four summative internal assessment instruments from their approved study plan. Student responses to the assessments are marked by the school using an instrument-specific standards matrix (see below).
Applied syllabuses do not include external assessment. The exit folio, which includes only evidence of student work from Units 3 and 4, is used to determine a student’s exit result. The A–E exit result is determined using the syllabus standards.
Instrument-specific standards matrixes
For each assessment instrument, schools develop an instrument-specific standards matrix (ISSM) by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The ISSM is shared with students before they begin the assessment, and used as a tool for making judgments about the quality of students’ responses to the assessment instrument. Schools develop assessment instruments to allow students to demonstrate the range of standards.
Schools design assessment instruments that use the assessment techniques outlined in the syllabus.
There are eight assessment techniques used across the Applied syllabuses.
7.3.2 Applied (Essential) subjects
There are currently two Applied (Essential) syllabuses: Essential English and Essential Mathematics.
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student responses for Units 1 and 2.
For Units 1 and 2, schools:
- develop at least two but no more than four assessments
- complete at least one assessment for each unit
- ensure that each unit objective is assessed at least once.
Students will complete a total of four summative internal assessments, three developed by the school and the other, a common internal assessment (CIA), developed by the QCAA. These summative assessments are based on the learning described in Units 3 and 4 of the syllabus and provide evidence of student learning included in exit folios.
Summative assessment instruments from Units 3 and 4 must be endorsed before they are administered in schools.
Common internal assessment
The common internal assessment (CIA) for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the relevant syllabus. The CIA is:
- developed by the QCAA
- common to all schools
- delivered to schools by the QCAA
- administered under supervised conditions in Unit 3 in the phase selected by the school when creating the subject offering
- marked by the school according to a common marking scheme developed by the QCAA.
The CIA is not privileged over other summative internal assessment.
The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.
The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives have been drawn from the unit objectives and are contextualised for the requirements of each assessment instrument in the syllabus. Schools may not alter the instrument-specific standards.
As part of quality teaching and learning, schools should help students to understand the requirements of the assessment instrument, including the instrument-specific standards (e.g. by unpacking the meaning of cognitive verbs and qualifiers using the syllabus glossary).
Schools develop assessment instruments using the assessment techniques outlined in the syllabus.
7.3.3 General subjects
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides used to assess student performance for Units 1 and 2.
Note : Schools delivering an alternative sequence must follow the assessment advice in the alternative sequence resource. Schools cannot make local decisions on the nature and scope of the assessments for the first two units.
Students complete a total of four summative assessments — three internal and one external. Confirmed results from the internal assessments are combined with the result from the external assessment, which is developed and marked by the QCAA, to produce the overall subject result. External assessment results are not privileged over summative internal assessment results.
Schools develop three summative internal assessments, which must be endorsed before they are administered with students.
Schools submit provisional marks to the QCAA, and summative internal assessment results are externally confirmed by QCAA assessors — see Section 9.6: Confirmation (Units 3 and 4) .
Instrument-specific marking guides
Each syllabus provides an instrument-specific marking guide (ISMG) for each summative internal assessment instrument.
The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
Schools cannot change or modify an ISMG for use with summative internal assessment.
As part of quality teaching and learning, schools should deconstruct ISMGs with students, to help them understand the requirements of assessment tasks.
Each ISMG groups assessment objectives into criteria. An assessment objective may appear in multiple criteria, or in a single criterion of an assessment instrument.
External assessment is:
- administered by schools under the same conditions at the same time and on the same day
- developed and marked by the QCAA according to a commonly applied marking scheme.
For more information see Section 10: External assessment .
Schools develop assessment instruments from the assessment techniques outlined in the syllabus. There are six assessment techniques for summative internal and external assessments in General subjects.
When implementing an alternative sequence, all units and assessment must be implemented in the order given in the syllabus. This includes when a unit pair can be implemented, i.e. Units 1 and 2 in odd years and Units 3 and 4 in even years (see Section 4.2.2: Flexible delivery ).
7.3.4 General (Extension) subjects
General (Extension) subjects are developmental courses of study consisting of two units that extend the related General subjects.
Assessment requirements are the same as for General subjects, Units 3 and 4.
7.3.5 General (Senior External Examination) subjects
Assessment for the Senior External Examination consists of individual subject examinations that are conducted during Term 4 annually. Only these examinations contribute to a student result.
Currently, a small number of Language Senior External Examination subjects use syllabuses borrowed from other jurisdictions. The external assessments for these subjects are set, conducted and marked by the jurisdictions from which the syllabuses are borrowed.
Assessment requirements are outlined in each syllabus.
7.3.6 Short Courses
Short Courses use two summative school-developed assessments to determine a student’s exit result. Schools develop these assessments based on the learning outlined in the syllabus.
The A–E exit result is an on-balance judgment about how the qualities of the student’s responses to the two assessments match the syllabus reporting standards.
Schools participate in QCAA quality assurance processes as required.
The syllabus provides instrument-specific standards for the two summative internal assessments. They describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the topic objectives and are contextualised for the requirements of the assessment instrument.
Schools develop assessment instruments using the assessment techniques outlined in the syllabus. There are five assessment techniques used in Short Courses.
- 1.1 Background to the QCE system
- 1.2 Key elements of the QCE system
- 1.3 Defining characteristics of the QCE system
- 1.4 Equity in education
- 1.5 Partnership with schools
- 2.1 Eligibility for a QCE
- 2.2 Categories of learning
- 2.3 Additional VET QCE credit rules
- 2.4 Recognised studies
- 2.5 Transfer students
- 2.6 The Student Management application and the Student Portal
- 2.7 Issue of a QCE
- 3.1 Eligibility for a QCIA
- 3.2 The QCIA process
- 3.3 QCIA reporting
- 3.4 QCIA quality assurance processes
- 3.5 Applying for review of QCIA information
- 4.1 Syllabuses
- 4.2 Delivery approaches to curriculum
- 4.3 Resources
- 4.4 Syllabus review and revision
- 5.1 VET Quality Framework
- 5.2 VET in Queensland schools
- 5.3 VET procedures for school RTOs
- 5.4 VET roles and responsibilities
- 5.5 VET results and VET certificates
- 6.1 Principles
- 6.2 Eligibility for AARA
- 6.3 Roles and responsibilities for AARA
- 6.4 Reporting and approving processes for AARA
- 6.5 Illness and misadventure
- 7.1 Principles and attributes of assessment
- 7.2 Assessment literacy
- 7.4 Developing a comparable assessment instrument
- 8.1 Understanding academic integrity
- 8.2 Integrating learning and assessment
- 8.3 Administering internal assessment
- 8.4 Developing a school assessment policy
- 9.1 Quality management system
- 9.2 Study plan approval
- 9.3 Units 1 and 2
- 9.4 Applied quality assurance (Units 3 and 4)
- 9.5 Endorsement (Units 3 and 4)
- 9.6 Confirmation (Units 3 and 4)
- 10.1 External assessment roles and responsibilities
- 10.2 Developing and marking external assessment
- 10.3 Scheduling external assessment
- 10.4 External assessment venues
- 10.5 Preparing for external assessments
- 10.6 Administering external assessments
- 11.1 Determining results
- 11.2 School reporting responsibilities
- 11.3 QCAA reporting responsibilities
- 11.4 Subject result ratification and anomalies
- 11.5 Applying for verification of information
- 12.1 Principal
- 12.2 Principal’s delegate
- 12.3 Subject leaders
- 12.4 Teachers
- 12.5 QCAA assessors
- 13.1 The QCAA Portal
- 13.2 Student Management application
- 13.3 Retaining records and student work