SUMMARY OF SUBJECT OUTLINE CHANGES FOR 2013 Introduction Revised subject outlines will be published online at the beginning

of Term 4, 2012. As part of the SACE Boards monitoring and improvement process, feedback on the subject outlines has been received from members of Curriculum Leaders Groups and through questions from participants at clarifying workshops. Revisions have been made to the subject outlines on the basis of: removing ambiguity and improving consistency updating information removing potential tripwires for students The summaries of changes are listed below by learning area. The revised subject outlines must be used for all teaching, learning, and assessment in all subjects in 2013.

Arts Learning Area

Creative Arts Subject Description replace individually and collaboratively with productively, in paragraph 3. (p.1) Capabilities: Work 2 dot point, replace individually and collaboratively, with productively. (p.3)
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Stage 1 Learning Requirements LR5 replace individually and/or collaboratively, with productively. (p.8) Content Creative Arts Process, 2 last dot point, and Development and Production, first paragraph, replace individually and/or collaboratively, with productively. (p.9) Replace heading Working Individually and/or Collaboratively, with Working Productively. (p.10) Assessment Design Criteria Practical application PA3 replace individual and/or collaborative, with productive. (p.14) Assessment Type 1: Product 4th dot point, replace individual and/or collaborative, with productive. (p.15) Performance Standards revised to reflect the changes to the assessment design criteria.
nd

Stage 2 Learning Requirements LR5 replace individually and/or collaboratively, with productively. (p. 24) Content Creative Arts Process, 2nd last dot point (p.25) and Development and Production, replace individually and/or collaboratively, with productively. (p.26)
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Assessment Design Criteria Practical application PA3 replace Individual and/or collaborative with productive. (p.30)

Assessment Type 1: Product 3rd paragraph, replace the words record of the materials, with folio of evidence. replace the dot points with: investigation development production reflection replace the last three paragraphs with: The folio of evidence may be presented in written, oral, or multimodal form. For a 10-credit subject, the folio should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form, and in a maximum of ten A3 pages. For a 20-credit subject, the folio should be a maximum of 2000 words for both products if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form, and in a maximum of twenty A3 pages. (p.31)

Assessment Type 2: Investigation Amend the first sentence under the heading with: For a 10-credit subject, students undertake one investigation to a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form. For a 20-credit subject, students undertake two investigations to a maximum of 1000 words each if written or a maximum of 6 minutes each for an oral presentation, or the equivalent in multimodal form; or one investigation to a maximum of 2000 words if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form. (p. 32)

Performance Standards revised to reflect the changes to the assessment design criteria.

Music in Context Stage 2 th Assessment Type 3: Examination 4 line of first paragraph, change topics to read topic. Change the title of Topic 10. Contemporary Australian Music, on p.60 to read: Topic 10. Sculthorpe: Twentieth Century Australian Music. (p. 60) Visual Arts Art and Visual Arts Design Stage 2 Assessment Type 2: Practical The Practitioners Statement reword specifications for 20-credit subject to read: For a 20-credit subject, students prepare two written practitioners statements if they have produced two resolved practical works; students prepare one written practitioners statement if they have produced one body of resolved practical work. (p. 29) Reword sentence after 3rd dot point on p. 30 to read, If two practical works are produced, each practitioners statement should be a maximum of 500 words. If one body of resolved practical work is produced, the practitioners statement should be a maximum of 1000 words. (p. 30)
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Performance Special Study

Content: Part 2: Commentary Delete written from second sentence to read: Students submit an analysis at the second public performance. (p. 101)

Business, Enterprise, and Technology Learning Area

Accounting Stage 2 Content Section 3: Management under Current Assets, replace last sentence of last dot point under Debtors, to read: The total bad debt account balance should be transferred to any existing allowance account. (p. 30) School Assessment Assessment Type 1: Skills and Applications Tasks reword the sentence Each skills and applications task should be undertaken under the direct supervision of a teacher, to read: Skills and application tasks should be based on unseen data and undertaken under timed, supervised conditions, to a maximum of 1 hour, and relocate directly under the heading Assessment Type 1: Skills and Applications Tasks (p. 34).

Business and Enterprise Stage 2 External Assessment Assessment Type 4: Report second paragraph, include the words formal business to read: Students are required to write one formal business report that may be either a situation analysis or an enterprise report. (p. 34) Situation Analysis 2nd paragraph, include the words and provide evidence of their learning in a report that uses the current conventions of a formal business report at the end of the first sentence to read, Students are required to have direct contact with the community and provide evidence of their learning in a report that uses the current conventions of a formal business report. Direct contact . . . (p.35).

Design and Technology Stage 2 Assessment Type 2: Product Last paragraph, first sentence, before list of dot points, delete is not assessed but is, to read: A product record is used to provide evidence of . . . (p. 33) Third line top of p. 34 delete the sentence, The format of a product record is not assessed. (p. 34) External Assessment Assessment Type 3: Folio revise the sentence, Students should submit their folio evidence either in an A4 folder, or on CD or DVD to read, Students should submit their folio evidence either on A4 paper stapled at the top left-hand corner, or on a CD or DVD. (p.35)

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Information Processing and Publishing Stage 1

Learning Requirements replace design principles with the design process to read evaluate a text-based product and the design process used in 5th dot point. Assessment Design Criteria AE1: replace design principles with the design process to read: Evaluation of text-based products and the design process used. Performance Standards Revise specific features under Analysis and Evaluation to reflect change above. Learning Requirements addition of evaluate a text-based product and the design th process used as 5 dot point. Assessment Design Criteria AE2: replace design principles with the design process to read: Evaluation of text-based products and the design process used. Performance Standards Revise specific features under Analysis and Evaluation to reflect change above. Assessment Type 3: Product and Documentation second last paragraph to include The documentation includes an evaluation of the product and of the design process used.

Stage 2

Information Technology Stage 1 Minor editorial changes Delete outcomes from first sentence, second last paragraph. (p.2) Delete the word physical from third sentence stem under key questions and concepts to read: How do the components of a computer combine to process data? (p.11). th Delete the word physical from 7 dot point (p.12). Reword third sentence under Considerations for developing teaching and learning strategies, to read: Students investigate components and transmission concepts of networks. (p.12). Replace outcomes with outputs (p.19, 20, 25, 26, 29, 34, 41). Replace achieved with produced (p.41)

Stage 2 Content Core Topic 1: Information Systems p. 52 Key Questions and Concepts Replace the word components with elements. Replace the word outcomes with outputs. Considerations for Developing Teaching and Learning Strategies Replace the current bullet points with: Students look at, for example, information systems that can output the: cost, time, and venue of a concern cost of renting a car prices of flights cost of a motel room. p. 53 Key Questions and Concepts Replace the word outcomes with outputs Replace the words components with the words elements Remove the word physical
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Delete the 4 sentence beginning with procedures: how components combine . . . Replace the words affect the outcomes with the words limit the scope of the information system. Replace the words how the system detects errors with responses from the information system that is used to confirm or make changes to input or processing activities. p. 54 Key Questions and Concepts Revise to read: What is the impact of computer-based information systems on society? Effectiveness, efficiency, and reliability are relative terms effectiveness is about whether all outcomes are successfully achieved. efficiency is about how well the desired outcomes are achieved, by using minimum resources. reliability is about whether desired outcomes are consistently achieved over time. reliability is about whether desired outcomes are consistently achieved over time. p. 57 Key Questions and Concepts Replace the word physical with the word key. Considerations for Developing Teaching and Learning Strategies Rewrite the three dot points to read: Students describe data transmission, using the terms medium, channel, bandwidth, and routed path. Students describe file type and size, and forms of file compression. Students describe methods of data encryption, and private and public keys. p. 60 Considerations for Developing Teaching and Learning Strategies Replace first paragraph with Students investigate data to identify tables, records, fields. Replace second paragraph with Students learn to apply normalisation principles, including identifying between different entities in order to design tables and relationships. Replace outcomes with outputs, (p.62, 64, 65, 68, 70, 73, 78). p. 80 Considerations for Developing Teaching and Learning Strategies 4th paragraph down, delete the word may, from Students may . . . and revise dot points to read: Students use cookies to store: a users preferences, for example, presentation, accessibility, and interface design session information Students use session variables to store shopping cart data and secure information, such as login and customer details. Students create forms on web pages to secure information, using form elements . . . p.86 Assessment Type 2: Skills and Applications Tasks Second paragraph, last sentence, to read: They apply skills, concepts, and complex processes to manipulate and process data to produce information technology systems. Replace outcome with output.

th

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Cross-disciplinary Learning Area

Community Studies Stage 2 Assessment Type 2: Reflection 2nd para delete and evidence of feedback from their community contact(s), and revise to read, Students include with their reflection, the contract of work. This will not be externally assessed but will provide the teacher and the assessor with a context for the students community activity and enable a clearer understanding of the learning that has taken place. (p. 41) Performance Standards Delete In consultation with the teacher and others in the first specific feature for the C grade under Planning and Organisation (pp. 4345).

Integrated Learning Stage 1 Learning Requirements LR6 delete the word each, and replace with a, to read: develop and understand connections between the program focus and aspects of the capability in a chosen key area of study. Stage 2 From 2013, students can take up to 40 credits of Integrated Learning towards their SACE. Students can enrol in the following enrolment codes: Integrated Learning I (2ILG10 or 2ILG20) current enrolment codes are retained Integrated Learning II (2ILH10 or 2ILH20) new enrolment codes Literacy in Integrated Learning 2nd dot point, reword to read, understanding and using correct terms appropriate to the program focus and a chosen key area of study. (p.4) Learning Requirements LR6, reword to read, develop and understand connections between the program focus and the capability in a chosen key area of study. (p.32) Content (p.33) add the stem The key areas of study are as follows: Key Area 1: Developing the Capability for Learning Key Area 2: Developing the Capability for Citizenship Key Area 3: Developing the Capability for Personal Development Key Area 4: Developing the Capability for Work Key Area 5: Developing the Capability for Communication. Integrated Learning I For Integrated Learning I, the key areas of study are: Learning (Key Area 1) Citizenship (Key Area 2) Personal Development (Key Area 3). For a 10-credit subject, students undertake one or two of these key areas of study. For a 20-credit subject, students undertake two or three of these key areas of study. Integrated Learning II For Integrated Learning II, the key areas of study are: Learning (Key Area 1) Work (Key Area 4)
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Communication (Key Area 5).

For a 10-credit subject, students undertake one or two of these key areas of study. For a 20-credit subject, students undertake two or three of these key areas of study. (pp. 33, 35) Key Areas of Study 2 para reword first sentence to read, With reference to the enrolment options provided by Integrated Learning I and Integrated Learning II, teachers, in consultation with students, chose from five key areas of study (then repeat as for p.33). (p.35)
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Assessment Design Criteria U1 change each key area studied, to read, in a chosen key area of study. U2 change each key area studied, to read, in a chosen key area studied. (p.48) Assessment Type 1: Practical third paragraph, change in a key area, to read, in a chosen key area of study. (p.48) Assessment Type 4: Project second paragraph, add and must be the students own work, to read, Each students project must be assessed individually, and must be the students own work. (p.50) Third paragraph, delete the or, from and/or, to read, The project is an opportunity for students to explore an aspect of the program focus and a capability in a chosen key area of study, and to . . . (p.50) Assessment Design Criteria and Performance Standards Under Understanding, change each key area studied, to a chosen key area of study.

English Learning Area

English as a Second Language English as Second Language Studies Stage 2 English as a Second Language School Assessment Add students may use notes to support the delivery of the oral at the end of the opening paragraph under oral assessment. (p. 25) Assessment Type 2: Text Production revise first sentence under Written Assessment to read: Students respond to an issue in one or more texts that they have read or viewed. They convey information and express their opinion. The response can be a narrative, a journal entry, a reflection, a letter . . . (p. 26) Assessment Type 3: Language Application Under Interview an Individual, add new sentence, The interview should be conducted in English. (p.27) Under Written Evaluation, revise first dot point to read: the purpose of the activity; revise third dot point to read: analysis of how structure and language features were used to achieve the purpose. (p. 27) External Assessment Change the third paragraph to read: The investigation is to be a product of independent study, although it is appropriate . . .. (p. 28) Delete sentence The audience is determined by the student. (p. 28)
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Reword paragraph beginning The oral reflection is delivered . . . to read: The oral reflection is delivered as part of a recorded discussion with the teacher. Students are asked open-ended question that require extended responses. The students do most of the talking, with an emphasis on the spontaneous use of language to give appropriate responses to the teachers questions. The recorded discussion provides information about: (p. 28) Delete fourth dot point how the perceived needs or expectations of the audience . . . (p.28) English as Second Language Studies School Assessment Assessment Type 1: Issue Analysis, Part 2: Written Response to Issue, Revise to read: Students complete an extended written response to an aspect of the issue analysis. They are not expected to deal with every aspect of the issue, but to complete a response in which they briefly address: content report on an aspect of the issue that was the focus of study; this could include findings that were interesting or unexpected. process comment on the processes they used for the issue analysis; this could include a brief evaluation of the relevance of resources or the process used to determine the topic. (p. 41)

Assessment Type 3: Investigation Replace heading Presentation, with Written Text, and sentence stem to read: The written text comprises: (p. 42)

Health and Physical Education Learning Area

Child Studies Stage 2 School Assessment Assessment Type 1: Practical Activity delete third dot point an individual evaluation report, and include the following paragraph: For a 10-credit subject, an individual evaluation report must be included in both practical activities. For a 20-credit subject, an individual evaluation report must be included in at least two practical activities. (p. 25) Under Practical Application, add second paragraph, Verification of evidence of the practical application could include: photographs with captions; checklists; video footage. Add new sub-heading Individual Evaluation Report, and begin paragraph with, For an individual evaluation report, each student evaluates the decisions contained . . . (p. 26) Assessment Type 2: Group Activity Second paragraph, add, that focuses on the health and well-being of children to the second paragraph to read Students work in groups to plan, organise, and implement action to meet a teacher-directed challenge that focuses on the health and well-being of children. A group activity. . . (p. 26) Add new sub-heading Individual Evaluation Report, and begin paragraph with, For an individual evaluation report, each student formulates . . . (p.27)

Food and Hospitality Stage 2

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School Assessment Assessment Type 1: Practical Activity delete third dot point an individual evaluation report, and include the following paragraph: For a 10-credit subject, both practical activities must include an individual evaluation report. For a 20-credit subject, at least two practical activities must include an individual evaluation report. (p. 28). Under Practical Application, add second paragraph, Verification of evidence of the practical application could include: photographs with captions; checklists; video footage. (p.28) Under Individual Evaluation Report, begin paragraph with, For an individual evaluation report, each student evaluates the decisions . . . (p. 28).

Assessment Type 2: Group Activity Group Practical Application, add, In each group activity, to the beginning of the first paragraph. Move the second paragraph to under Individual Evaluation Report, and revise to read, For an individual evaluation report, each student formulates conclusions about the . . . (p. 29)

Health Stage 2 Assessment Type 3: Practical Activity Include new sentence: Students demonstrate their understanding of the issue that the health-promoting activity is seeking to address, to justify their choice of activity, after . . . or fundraising for a community organisation). Add Understanding to the list of assessment design criteria for this assessment type. (p.31)

Outdoor Education Stage 2 Assessment Type 3: Individual Practical Add the following to the first sentence to read: Students undertake one self-reliant expedition for their individual practical for a 20-credit subject. This expedition builds on practical knowledge and skills previously developed through tasks undertaken for Assessment Type 2: Group Practical. (p. 26)

Physical Education Stage 2

Learning Requirements LR1: skill criteria becomes skills criteria. Content Individual Negotiated Practicals: Add in the current calendar year, after commitment. (p.19) Assessment Design Criteria KU1: Add and application after Knowledge and understanding, to read: Knowledge, understanding and application of physical education concepts relevant to specific physical activities. Delete PSA3. (p. 24) Performance Standards revise to align with changes to the assessment design criteria, and minor editorial changes to the B and D grade bands under Knowledge and Understanding include and to KU1 under the D grade band, to read Recognition. and some understanding and application . . .
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Humanities and Social Sciences Learning Area

Aboriginal Studies Stage 2 Assessment Design Criteria minor editorial changes for clarity to: KU2, KU3, AE1. KU2 to read: Knowledge and understanding of a range of Aboriginal viewpoints on culture, land, identity and/or preferred futures. KU3 to read: Knowledge of forms and effects of, and/or ways to counter racism. AE1 to read: Analysis and evaluation of social and political points of view presented through Aboriginal arts and/or literature. (p. 30) Assessment Type 2: Report 2nd paragraph to read: Students spend up to 3 days (in sequence, or in total time) visiting and interacting with Aboriginal people in a community and/or organisation. (p.31) Assessment Type 4: Investigation delete reflection from list of assessment design criteria to be assessed, and amend the structure. (p. 34) to read as:
The following structure can be used or adapted to guide the presentation of the investigation introduction body, which may include a brief historical/cultural context a summary of primary and secondary sources, identifying reasons for particular viewpoints an analysis of sources, including perspectives of Aboriginal people, identifying reasons for particular viewpoints

conclusion, which may include a discussion of preferred futures a synthesis, drawing together the main arguments into a summary of the findings.

The investigation should include appropriate acknowledgment of sources and a bibliography. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: knowledge and understanding analysis and evaluation communication.

Ancient Studies Stage 1

Performance Standards revise the specific features under Knowledge and Understanding and Research and Analysis at the C grade as follows: KU1 replace considered with appropriate; KU1 replace informed with generally sound; RA1 replace considered, with competent; RA2 replace considered with appropriate. (pp. 1516)

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Australian History Stage 2 Content Topic 2 4th dot point under key areas for inquiry, add film, to read, men, women, and children in primary industries, and their depiction in literature, art, film, and music. (p.23) Topic 7 1st dot point under key areas for inquiry, delete as a result of improvements in technology. Assessment Type 2: Essay change three [sources] to up to five [sources]. (p.29 & p.38) Classical Studies Stage 2

Learning Requirements LR1: add texts to read, demonstrate knowledge and understanding of selected texts, ideas, individuals, groups, institutions, practices, events, and artefacts of the classical world. Assessment Design Criteria KU1 Add texts to read: Knowledge and understanding of selected texts, ideas, individuals, groups, institutions, practices, events, and artefacts of the classical world. C1 Delete and acknowledgment of sources, to read: Communication of informed argument using appropriate examples and ideas. C2 Include and acknowledgment, to read: Integration and acknowledgment of source material. (p. 32)

External Assessment Assessment Type 3: Special Study add or beyond to fifth dot point to read: an aspect of a focus study undertaken in class when used as a comparison with another aspect of the classical world or beyond, provided that the material . . . (p. 34) Performance Standards Revise the specific features under Knowledge and Understanding, Research and Analysis and Communication. Revise the language in the specific features under all three assessment design criteria at the C grade level as follows: KU1 replace considered with appropriate. KU3 replace informed with competent; RA2 replace informed with competent. RA3 replace informed with appropriate. RA4 replace considered with competent. C2 replace considered with appropriate. (pp. 3536)

Geography Stage 2 School Assessment Assessment Type 3: Folio Increase from 2000 to 3000 words if written, and increase from 12 to 18 minutes if presented orally. (p.37)

Legal Studies Stage 2 Learning Requirements

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Revise LR2 to read: know, understand, and analyse legal principles, processes, and structures. (p. 22) Change LR5 to read: analyse the Australian legal, constitutional, and justice systems. (p. 22) Revise I2 to read critique of (instead of critiquing). Content Revise second sentence of second last paragraph to accommodate wording above: Students analyse the Australian legal, constitutional, and justice systems and explore the different . . . (p23) Topic 2: Constitutional Government Delete the word Critical from heading to read Analysis of the Constitutional System. Delete the word critically in second sentence. (p.27) Topic 3: Law-making Delete the word Critical from heading to read Analysis of Different Forms of Law-making. (p.29) Topic 4: Justice Systems Delete the word critical from last sentence of first paragraph (p.30); and delete Critical from heading to read Analysis of the Justice System. (p.31) Assessment Design Criteria Change Evaluation, to Analysis and Evaluation (E1, E2, E3 are renamed AE1, AE2, AE3). AE1 to read, Analysis of the Australian, legal, constitutional, and justice systems. AE2 to read, Analysis of principles, processes, and structures in legal systems. AE3 reads as per E3 (p. 33) School Assessment Assessment Type 1: Folio after the first set of dot points include the sentence, At least two folio assessments must be conducted under direct supervision. (p.34) Performance Standards Revisions to reflect the changes to the assessment design criteria. (pp. 3738).

Media Studies Stage 2 School Assessment Assessment Type 1: Folio Under Media Exploration, delete the equivalent in multimodal form and replace with, or if in multimodal form a maximum of eight linked pages or screen shots with an average of 200 words per page or screen shots, with an average of 200 words per page or screen shot, or a 9-minute video/documentary report. Under Media Interaction Study, replace, the equivalent in multimodal form, and replace with, or, if in multimodal form, a maximum of four linked pages or screen shots, with an average of 200 words per linked page or screen shot, or a 5-minute video/documentary report. (p. 32-33) Assessment Type 2: Product Insert new paragraph between paragraph beginning Radio productions. . . and paragraph beginning A multimedia task. . . to read, Students who undertake a media production that includes photojournalism or photographic representations should submit a folio of a maximum of twenty images that the student has created and edited, representing a chosen theme. (p. 33)

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Modern History Stage 2 Assessment Type 2: Essay change three [sources] to up to five [sources]. (p.21 & p.38)

Philosophy Stage 1 Content Include the words at least, in the following: In each 10-credit subject, students also: write at least one guided ethical issues study . . . undertake at least one student-negotiated issues study . . . In each 20-credit subject, students also: write at least two guided ethical issues studies . . . undertake at least two student-negotiated . . . (p. 6) Evidence of Learning For a 10-credit subject replace the number of assessments with: . . . Students undertake: at least two folio assessments at least one issues analysis assessment at least one issues study. (p.9) For a 20-credit subject replace the number of assessments with: . . . Students undertake: at least four folio assessments at least two issues analysis assessments at least two issues studies. (p.9) School Assessment Assessment Type 1: Interaction replace Interaction with Folio, to read: Assessment Type 1: Folio. Replace current text with:
For a 10-credit subject, students undertake at least two folio assessments. For a 20-credit subject, students undertake at least four folio assessments. A folio assessment should provide opportunities for students to develop philosophical inquiry skills. Such skills include: applying skills of reasoning to solve problems. general principles of reasoning: types of reasoning, the general structure of deductive and inductive arguments, the difference between good and bad arguments, and/or the strengths and weaknesses of arguments.

Folio assessments can be based on individual and/or group activities. Activities could include, for example, communities of inquiry, oral presentations, philosophical discussions, debates, arguments, argument analyses, forums, informal conversations in pairs, reflective pieces, role plays, essays, or multimodal presentations. Topics could arise from media articles or from issues relevant to students. Evidence can be gathered in a range of ways, including recording of observations of group discussions, role plays, or other presentations. Individual student evidence should be identified and recorded when students have participated in group work. A folio assessment should be a maximum of 800 words if written or a maximum of 5 minutes if oral, or the equivalent in multimodal form.
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For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: . . . (p. 1011)

Assessment Type 2: Issues Analysis include at least one issues analysis assessment, and at least two issues analysis assessments. (p. 11) Assessment Type 3: Issues Study first sentence: include at least one issues study, and at least two issues studies, and at least (p. 11) Second sentence: include Students choose at least one issue from any of the three key areas for a 10-credit subject and at least two issues from epistemology and/or metaphysics for a 20-credit subject. (p. 11)

Performance Standards Knowledge and Understanding criteria: delete Consistently from the first specific feature, delete and well-informed from the second specific feature in the A grade band. Reasoning assessment design criteria: A grade band first specific feature Reword to read: Incisive reasoning, and use of relevant evidence to support or contest philosophical issues and positions. Second specific features reword to read: Accurate differentiation between good and bad arguments. B grade band first specific feature Reword to read: Well-considered reasoning, and use of mostly relevant evidence, to support or contest philosophical issues and positions. C grade band second specific feature Reword to read: Generally accurate differentiation between good and bad arguments. D grade band second specific feature Reword to read: Some accuracy in differentiation between good and bad arguments.

Womens Studies Stage 2 Assessment Type 1: Text Analysis Second paragraph delete A presentation should be a maximum of 1000 words if written or a maximum of 6 minutes if oral, or the equivalent in multimodal form, and replace with: If one assessment task is undertaken, the presentation should be a maximum of 2000 words if written or a maximum of 12 minutes if oral, or the equivalent in multimodal form. If two assessment tasks are undertaken, each presentation should be a maximum of 1000 words if written or a maximum of 6 minutes if oral, or the equivalent in multimodal form. (p. 31)

Languages Learning Area

Auslan at Continuers Level Stage 1 Assessment Design Criteria Analysis and Reflection AR2: delete structures and, to read, linguistic and cultural features . . . AR3: delete the students, to read, reflection on own values, beliefs . . . (p.16)

Performance Standards revised to align with assessment design criteria. Stage 2

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Assessment Design Criteria Analysis and Reflection AR2: delete structures and, to read, linguistic and cultural features . . . AR3: delete the students, to read, reflection on own values, beliefs . . . (p.38) Assessment Type 2: In-depth Study, A Reflective Response in Auslan or English: Add The response should be a maximum of 600 words if written, or 3 to 5 minutes in Auslan. Performance Standards revised to align with assessment design criteria.

Interstate Assessed Languages at Beginners Level (Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek, Spanish) Stage 1 Performance Standards combine the two features under Interpretation and Reflection Analysis, to align with the IR2 on p. 12. (pp. 1618). IR2 at the D level change texts to the text. Remove the word short in the IR1 specific feature at the E level. (p. 20) Stage 2 Evidence of Learning Assessment Type 4: Examination, 2 dot point, delete the word texts to read, one writing in [Language], and one responding to written texts in [Language], for the text production; third dot point, add the word the, to read one analysing and interpreting spoken texts, and one analysing and interpreting written texts, for the text analysis. (p.27) Assessment Type 2: Text Production change heading at top of page to read Writing in [Language] (p.30) External Assessment Written Examination change section III: Writing to Writing in [Language] (p. 32). Under specifications change 9 to 12 to approximately 10 [texts]; change topic areas to topics. (pp. 3233). Change 950 characters to 800 characters (p.33). Performance Standards combine the two features under Interpretation and Reflection, Analysis, to align with the IR2 on p. 12. (pp. 3537). IR2 at the A and B level, change texts to the text. Remove the word short from the IR1 specific feature at the E level (p. 39). Appendix A: Language-specific Information various minor editorial amendments.
nd

Interstate Assessed Arabic at Continuers Level Stage 1 Performance Standards minor typographical changes. (p. 16) Stage 2 Assessment Type 2: In-depth Study 2nd dot point, add maximum of to read (maximum of 500 words); 3rd dot point, add maximum of to read (maximum of 600 words, or 5 to 7 minutes). (p. 32). Add maximum of to the headings A Written Response to the Topic in Arabic, and A Reflective Response in English (p.33). Delete (600 words), from 1st dot point, and (5 to 7 minutes) from 2nd dot point at the top of the page. (p.34) Performance Standards minor typographical changes.
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Locally Assessed Languages Background Speakers Level (Stage 1 and Stage 2) Stage 1 Performance Standards minor typographical changes. Stage 2 Assessment Type 2: In-depth Study 2nd dot point, add maximum of to read rd (maximum of 1000 characters/800 words); 3 dot point, add maximum of to read (maximum of 600 words, or 5 to 7 minutes). (p. 30) Under A Reflective Response to the Topic in [Language], add the words, maximum of, (as above). Under A Reflective Response in English, add the words maximum of, (as above). (p. 31) Performance Standards minor typographical errors.

Locally Assessed Languages Continuers Level (Stage 1 and Stage 2) Stage 1 Performance Standards minor typographical changes. (pp. 1317) Stage 2 Assessment Type 2: In-depth Study 2 dot point, add maximum of to read (maximum of 1000 characters/800 words); 3rd dot point, add maximum of to read (maximum of 600 words, or 5 to 7 minutes). (p. 28) Under A Reflective Response to the Topic in [Language], add the words, maximum of, (as above) (p.29) Under A Reflective Response in English, add the words maximum of, (as above). (p. 29) Performance Standards minor typographical errors.
nd

Malay Background Speakers Level (Stage 2) Assessment Type 2: In-depth Study 2nd dot point, add maximum of, to read (maximum of 800 words), 3rd dot point, add maximum of to read (maximum of 600 words, or 5 to 7 minutes). (p. 17) Add the words maximum of to the headings A Written Response to the Topic in Malay, and A Reflective Response in English. (p. 18)

Nationally Assessed Languages Background Speakers Level (Stage 1 and Stage 2) Stage 1 Performance Standards minor typographical changes (pp. 1620) Stage 2 Assessment Type 2: In-depth Study after last dot point under A Written Response to the Topic, add the sentence, The written response should be a maximum of 500 words/600 characters (for continuers), and 800 words/1000 characters (for background speakers) words. (p.30)
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Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012)

Under A Reflective Response in English, add the following sentence before the final paragraph on the assessment design criteria: the response should be a maximum of 600 words if written, or 5 to 7 minutes if an oral presentation. (p.30) Performance Standards minor typographical errors. (pp.3640)

Nationally Assessed Languages at Continuers Level Stage 1 Assessment Design Criteria Ideas first dot point under relevance, delete relevance and replace with appropriate. Third dot point reword to read, creating desired impact and interest and engaging the audience. Some minor revisions for clarity (p.9) Performance Standards IR3: replace texts with the text at the A, B, C, and D grade bands. Delete the students and replace with own, under IR, Analysis of the Language in Texts at the D and E grade bands. Under Interpretation of Meaning in Texts, delete short from IR1 at the E level, reword second specific feature under Depth of Treatment of Ideas, Information, or Opinions, at the D level to read, Simple sentences are used with partial effectiveness to convey an idea or opinion. Sentences may be short or incomplete. (pp. 1317)

Stage 2 Content Text Types second paragraph, add blog, replace magazine with text of an (p. 23) Assessment Design Criteria Ideas first dot point under relevance, delete relevance and replace with appropriate. Third dot point reword to read, creating desired impact and interest and engaging the audience. Some minor revisions for clarity. (p. 25) Assessment Type 2: In-depth Study A Written Response to the Topic in [Language] add new sentence after dot points to read, The written response should be a maximum of 600 characters/500 words. Under A Reflective Response in English, delete (600 words), and add sentence to read: The response should be a maximum of 600 words if written, or 57 minutes for an oral presentation. (p. 29) External Assessment Written Examination Oral Examination replace 10 to 15 minutes with approximately 15 minutes. Section 1: delete 5 to, to read (approximately 7 minutes). Section 2: delete 5 to, to read (approximately 8 minutes). (p. 29) replace The 3-hour written examination, which includes 10 minutes . . . with, The 2 hour and 30 minute written examination, plus 10 minutes reading time . . . (p. 29) Section 1: Listening and Responding Delete last sentence in first paragraph and the following five dot points. delete five to seven texts, and 7 to 8 minutes to read: Students hear six texts in [Language] covering a number of text types. The total listening time, for one reading of the texts without pauses, will be approximately 8 minutes. (16 minutes in total for two readings of each text). Add new sentence before Part A, to read, In both parts, students are expected to:
Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012) 17 of 25

understand general and specific aspects of texts by identifying and analysing information convey information accurately and appropriately.

Part A reword first sentence to read, There will be three texts including at least one shorter text and at least one longer text. Part B reword sentence to read, There will be three texts, including at least one shorter text and at least one longer text. (p. 30) Section 2: Reading and Responding After first sentence add, Students analyse and interpret written texts, and analyse and exchange information in response to a text or texts. Part A reword first sentence to read, In Part A students demonstrate understanding of written texts by, for example extracting, summarising, and/or evaluating information from two texts responding critically to the texts comparing and/or contrasting aspects of both texts.

Delete all other dot points and replace with sentence, Students are expected to convey information accurately and appropriately. (p.30) Part B delete express, and replace with exchange [information], in same sentence, delete and/or ideas and/or opinions and/or feelings. 2 paragraph on p. 31, reword to read, Students read (approximately 150 words) in [Language]. Students are required to demonstrate understanding of the text through processing the information from the stimulus material. The question will specify a purpose, a context, and an audience. Students produce a text type drawn from those prescribed for productive use in this subject outline. One or two related texts may be used in the stimulus text. However, if two texts are used (for example, an attachment within an email) they must be presented as one text with two parts in the examination. Students are expected to convey information coherently and appropriately. (p. 31) Section 3: Writing in [Language] delete 200 [words] and replace with approximately 250 words. (p.31) Summary of Examination Specifications changes to marks scheme (p. 31) Written Examination replace with: Written Examination (time allocation 2 hours and 30 minutes, plus 10 minutes reading time) Section 1: Listening and Responding Part A: Three texts in [Language] with answers in English (15 marks) Part B: Three texts in [Language] with answers in [Language] (15 marks) Section 2: Reading and Responding Part A: Two texts in [Language] with answers in English (10 marks) Part B: One text in [Language] with response in [Language] (15 marks) Section 3: Writing in [Language] (20 marks) Original text to be written in [Language]. Performance Standards IR3: replace texts with the text at the A, B, C, and D grade bands. Delete the students and replace with own, under IR, Analysis of the
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nd

Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012)

Language in Texts at the D and E grade bands. Under Interpretation of Meaning in Texts, delete short from IR1 at the E level. Reword second specific feature under Depth of Treatment of Ideas, Information, or Opinions, at the D level to read, Simple sentences are used with partial effectiveness to convey an idea or opinion. Sentences may be short or incomplete. (pp. 3337) Appendix A: Delete language-specific section for Albanian (as it is no longer offered). Bosnian Minor editorial changes to grammar section. Dutch Add the following to the first sentence, Dutch is the national language of the Netherlands. Macedonian minor changes to layout in grammar section

Mathematics Learning Area

Mathematics and Mathematical Applications Stage 1

Assessment Design Criteria Delete MMP5: Contribution to group work (p.120) School Assessment Assessment Type 2: Folio Performance Standards Delete specific feature MMP5 to align with change to the assessment design criteria. (pp. 123124). In the first paragraph on the page, delete the words make an identifiable contribution to the final product and replace with submit an individual report, to read When an investigation is undertaken by a group, each student must submit an individual report. (p.122)

Mathematical Applications Stage 2

Content Topic 2: Investment and Loans include the words flat and in paragraph 6, to read: Students make comparisons between flat and nominal interest rates . . . (p.14) Assessment Design Criteria Delete MMP5: Contribution to group work (p. 41) School Assessment Assessment Type 2: Folio In the second paragraph on the page, delete ideal to read: An investigation provides an opportunity for students to work cooperatively . . . (p. 43) In the second paragraph on the page, delete the words make an identifiable contribution to the final product and replace with submit an individual report to read When an investigation is undertaken by a group, each student must submit an individual report. (p. 43)

Performance Standards Delete specific feature MMP5 to align with change to the assessment design criteria. (pp. 4647). Content Revise the Key Questions and Key Ideas, and Considerations for Developing Teaching and Learning Strategies to read:
Key Questions and Key Ideas Considerations for Developing Teaching and Learning Strategies
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Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012)

Comparison of two or more investments involving nominal and/or flat interest by conversion to an equivalent annualised rate (effective rate).

Comparison of interest rates for investments can be made by converting the advertised flat or nominal rate to an effective rate. The equivalent effective rate is where the same interest is paid but the compounding period is one year. When they compare investment opportunities, students investigate effective rates. Students could also consider the importance of effective rates in relation to the advertisements for saving schemes.

(p.16) Mathematical Methods

Assessment Design Criteria Delete MMP6: Contribution to group work (p. 31) School Assessment Assessment Type 2: Folio In the last paragraph on the page, delete ideal from first paragraph to read: An investigation provides an opportunity for students to work cooperatively . . . (p. 32) In the last paragraph on the page, delete the words, make an identifiable contribution to the final product and replace with submit an individual report to read When an investigation is undertaken by a group, each student must submit an individual report. (p. 32)

Performance Standards Delete specific feature MMP6 to align with change to the assessment design criteria. (pp. 3537).

Mathematics Pathways Stage 1

School Assessment Assessment Type 2: Folio In the first paragraph on the page, delete the words make an identifiable contribution to the final product and replace with submit an individual report to read When an investigation is undertaken by a group, each student must submit an individual report. (p. 15)

Stage 2

School Assessment Assessment Type 2: Folio In the fifth paragraph on the page, delete the words make an identifiable contribution to the final product and replace with submit an individual report to read When an investigation is undertaken by a group, each student must submit an individual report. (p. 27)

Mathematical Studies

Content Subtopic 1.3: Testing Claims about a Population Mean last paragraph under Key Questions and Key Ideas include the words or not to read, The conclusion of the hypothesis is to determine whether or not there is sufficient evidence to reject the null hypothesis. (p.13) Assessment Design Criteria Delete MMP6: Contribution to group work (p. 45) School Assessment Assessment Type 2: Folio Delete ideal from last paragraph on p. 122 to read: An investigation provides an opportunity for students to work cooperatively . . . (p. 46) In the last paragraph on the page, delete the words make an identifiable contribution to the final product and replace with submit an individual report to read When an

Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012)

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investigation is undertaken by a group, each student must submit an individual report. (p. 46)

Performance Standards Delete specific feature MMP6 to align with change to the assessment design criteria. (pp. 4951).

Specialist Mathematics

Assessment Design Criteria Delete MMP6: Contribution to group work (p. 44) School Assessment Assessment Type 2: Folio Delete ideal from last paragraph on to read: An investigation provides an opportunity for students to work cooperatively . . . (p. 45) In the last paragraph on the page, delete the words make an identifiable contribution to the final product and replace with submit an individual report to read When an investigation is undertaken by a group, each student must submit an individual report. (p. 45)

Performance Standards Delete specific feature MMP6 to align with change to the assessment design criteria. (pp. 4850).

Sciences Learning Area

Agriculture and Horticulture Subject Operational Information Stage 2

Assessment Design Criteria and Specific Features change may be assessed, to read will be assessed to read: The following specific features of the assessment design criteria for this subject will be assessed in the investigation. (p. 4)

Agriculture and Horticulture Stage 1 Assessment Design Criteria Delete current wording for AE1. Reposition AE3 text to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate relevant conclusions and make relevant predictions. (p. 19) Performance Standards amend to align with the assessment design criteria.

Stage 2 Delete AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 47) Performance Standards amend to align with the assessment design criteria.

Agricultural and Horticultural Science Stage 2 Assessment Design Criteria Delete current wording for AE1.
Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012) 21 of 25

Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their conclusions, to formulate conclusions and make relevant predictions. (p. 74) Performance Standards amend to align with the assessment design criteria.

Biology Stage 1 Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 17) Performance Standards amend to align with the assessment design criteria.

Stage 2 Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 50) Performance Standards amend to align with the assessment design criteria.

Chemistry Stage 1 Content Chemistry Investigation Skills Intended Student Learning for Information th and Data: Add the word bias, to the 8 dot point to read: Evaluate evidence for bias, credibility, accuracy and suitability. (p. 11) Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts, and their connections, to formulate conclusions and make relevant predictions. (p. 15) Performance Standards amend to align with the assessment design criteria.

Stage 2 Content Skills Intended Student Learning for Precision, Reliability, and Accuracy change effect to read effects, in 6th paragraph to read: Use averages or graphing as a means of detecting or minimising the effects of random errors. (p. 30) Information and Data Add the word bias to the 8th paragraph to read: Evaluate evidence for bias, credibility, accuracy, and suitability. (p. 31) Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts, and their connections, to formulate conclusions and make relevant predictions. (p. 56) Performance Standards amend to align with the assessment design criteria.

Geology Stage 1 Assessment Design Criteria Delete current wording for AE1.

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Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 17) Performance Standards amend to align with the assessment design criteria.

Stage 2 Content Topic: The Impact of Human Activities on the Earth delete the last paragraph Discuss the role of a geologist . . . under Civil Engineering, Intended Student Learning. (p. 46) Insert the words and coal seam gas are into the fifth point under fossil fuels, to read: Describe the processes by which petroleum and coal seam gas are formed, migrate, and are trapped. (p. 47) Revise the fourth point in the Intended Student Learning on p.48 to read: Relate the evidence above to changes in the level of the following atmospheric factors: carbon dioxide; oxygen; temperature. (p. 48) Revise the second last dot point in the Intended Student Learning for the management of geological resources to read Explain how petroleum and coal seam gas are extracted from the Earth. (p. 49) Revise the last dot point in the Intended Student Learning on p.50 to read: Discuss the possible relationship between human activities over the past 200 years and changes in the levels of the following atmospheric factors: carbon dioxide; temperature; methane. (p.50) Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 52) Examination Paper for 2013 The Geological Time Scale sheet provided in the examination will be updated to reflect changes made by the International Commission on Stratigraphy. Performance Standards amend to align with the assessment design criteria.

Nutrition Stage 1 Content 6th dot point under Intended Student Learning for Information and Data add the word bias, to read, Evaluate information for bias, credibility, accuracy, and suitability. Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. Reword KU2 to read, Use of knowledge of nutrition to understand and explain issues related to diet, lifestyle, culture, and health. (p. 16) Performance Standards amend to align with the assessment design criteria.

Stage 2 Content 8th dot point under Intended Student Learning for Information and Data add the word bias, to read, Evaluate information for bias, credibility, accuracy, and suitability. (p. 12)
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Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012)

Assessment Design Criteria Delete current wording for AE1 (p. 18) Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 45) Reword KU2 to read, Use of knowledge of nutrition to understand and explain issues related to diet, lifestyle, culture, and health. (p. 45)

Core Topic 3: Food Selection and Dietary Evaluation Add new second dot point Sensory evaluation under Key Ideas and Key Question 1.2 and corresponding paragraphs. (p. 37) Performance Standards amend to align with the assessment design criteria.

Physics Stage 1 Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. Reword KU2 to read, Use of knowledge of physics to understand and explain contemporary issues and applications. (p. 18) Performance Standards amend to align with the assessment design criteria.

Stage 2 Assessment Design Criteria Delete current wording for AE1 (p. 18) Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. Reword KU2 to read, Use of knowledge of physics to understand and explain contemporary issues and applications. (p. 79) Performance Standards amend to align with the assessment design criteria.

Scientific Studies Stage 1 Assessment Design Criteria Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 18) Performance Standards amend to align with the assessment design criteria.

Stage 2 Delete current wording for AE1. Reposition AE3 to AE1 and reword to read, Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. (p. 39)

Assessment Type 3: Practical Investigation Replace current text with:

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For a 10-credit subject, students are required to carry out an individual practical investigation and present an individual written report. For a 20-credit subject, students are required to carry out an individual practical investigation and present an individual written report. The practical investigation has two parts: the practical investigation design proposal, and a report of the investigation. The practical design proposal includes a statement of an investigable question or hypothesis, the identification of variables, and an outline of the proposed research approach and method. This proposal is assessed before the student begins the practical investigation. The design proposal is not included in the word count for the written report, but must be attached to the report. The individual practical investigation written report includes an introduction, the hypothesis investigated, the method used, the results, a discussion of the results, the conclusion, and an evaluation of the practical investigation. For a 10-credit subject, the individual practical investigation written report should be a maximum of 1000 words (excluding the proposal). For a 20-credit subject, the individual practical investigation written report should be a maximum of 2000 words (excluding the proposal). For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

investigation analysis and evaluation application knowledge and understanding.

Further information about conducting investigations can be found in the section on scientific investigation skills.

Performance Standards amend to align with the assessment design criteria.

Summary of Subject Outline Changes for 2013 Ref: A180537 (revised 17 December 2012)

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