Years 11 and 12

The following information and accommodations will assist to ensure continuity of learning, teaching and assessment for Years 11 and 12 students during 2022.

Schools should ensure that their senior secondary assessment policy considers absence and submission of work by students who may be ill or may be impacted by COVID-19.

Teachers should continue to provide students with opportunities to engage with coursework and meet course completion requirements under the procedures described in the school’s senior secondary assessment policy.

Teachers must ensure, to the best of their ability, that an out-of-class assessment is completed by the student. The school must use suitable strategies to authenticate that the student has completed an out-of-class assessment task without unfair assistance. Refer to the 2022 WACE Manual (2.6.1 Authentication of out-of-class assessment tasks).

The Authority will monitor the situation in schools and make further changes if they are necessary.

ATAR course written examinations
  • The Authority continues to work towards ensuring that the 2022 ATAR course written examination period will go ahead as scheduled from 31 October 2022.
  • The written examinations will be the same length of time, and in the same format, as indicated in the syllabuses for each course.
  • As in previous years, the Authority has contingency plans for the ATAR course written examinations in the event that these are required.
ATAR course practical examinations
  • The Authority continues to work towards ensuring that the 2022 ATAR course practical examination period will go ahead as scheduled from 24 September 2022.
  • The practical examinations will be the same length of time, and in the same format, as indicated in the syllabuses for each course.
  • As in previous years, the Authority has contingency plans for the ATAR course practical examinations in the event that these are required.
Online Literacy and Numeracy Assessment (OLNA)
  • The Authority continues to work towards ensuring that the 2022 OLNA rounds 1 and 2 go ahead as scheduled commencing 28 February 2022 and 29 August 2022 respectively.
  • As in previous years, the Authority has contingency plans for additional OLNA rounds in the event that these are required.
Externally set tasks
  • All students enrolled in a General Year 12 course and/or a Foundation
    Year 12 course are required to complete the externally set task (EST) developed by the Authority for that course.
  • The EST is compulsory and forms part of the school-based assessment and is included as a separate Assessment Type with a weighting of 15% for the pair of units.
  • Unless otherwise advised, the Authority continues to expect schools to conduct the ESTs between 2 May 2022 and 20 May 2022.
Assessment Types
  • Be flexible in assessing each Assessment Type. Unless otherwise advised by the Authority in the course specific information, for 2022 you are required to assess each Assessment Type at least once over the year/pair of units. However, when a school permits a student, who is enrolled in a pair of units, to transfer between courses or units or a student moves between schools, the school must be able to justify the grade assigned to the student for a single unit (refer to the 2022 WACE Manual section 2.7 Assessing students who transfer).
  • Assessment Types and weightings, as stipulated in the Authority’s course syllabus, must not be changed unless specified by the Authority in the course specific information.
  • For Assessment Types with a collaborative, practical or outdoor component, please see the course specific information.
Semester 1 examinations conducted by schools
  • On the basis that each Assessment Type is to be assessed at least once over the year/pair of units, if the Semester 1 examination is not administered, then this assessment task within the Examination Assessment Type can be removed from the school’s Assessment Outline but schools must not change the weighting, as stipulated in the Authority’s course syllabus, for the Examination Assessment Type.
Authentication of assessments
  • Where an Assessment Type has been completed out of school and cannot be validated, students will be required to complete an authentication task on their return to school.
  • If assessments are unable to be authenticated, you will not be required to alter the Course Outline or Assessment Outline and communicate the changes to students at this stage. Teachers could provide the following advice to their students: It is possible we will need to update our assessment outline and weightings that I gave you at the start of the year. I will confirm any changes with you in due course.
  • Teachers of students who continue to be actively engaged in Year 11 or 12 courses, yet are unable to physically attend school (e.g. medically vulnerable students, international students who are enrolled at a Western Australian school but have not been able to return to Western Australia due to COVID-19 restrictions) should contact the Authority, via info@scsa.wa.edu.au.
Small group partnerships
  • Teachers in small group partnerships for Year 12 ATAR courses should work closely within the partnership to revise their Assessment Outline. The revised Assessment Outline should cater for the added flexibility for each assessment type to be assessed at least once over the year/pair of units (rather than twice over the year/pair of units).
  • Assessment Types and weightings as stipulated in the Authority’s course syllabus must not be changed unless specified by the Authority in the course specific information.
  • If agreement cannot be reached between partner schools, a request to dissolve a registered partnership must be made in writing to the Authority’s Assistant Executive Director, Examinations, Certification and Testing, via email (rita.colliander@scsa.wa.edu.au).
Principles of Assessment
  • The Principles of Assessment as outlined in the WACE Manual 2022, continue to apply:
    • Assessment is an integral part of teaching and learning
    • Assessment should be educative
    • Assessment must be fair
    • Assessment should be designed to meet its specific purpose/s
    • Assessment should lead to informative reporting
    • Assessment should lead to school-wide evaluation processes
    • Assessment should provide significant data for improvement of teaching practices.
  • For schools with students undertaking work placements (including school-based apprentices and trainees), a work placement risk assessment should be conducted to ensure adherence with the latest health advice and guidelines.
  • Schools should contact their school systems/sector if they require further clarification.
  • Schools should endeavour for students to complete an Endorsed Program's requirements as planned.
  • Where required, schools may consider alternative Endorsed Programs if students are unable to fulfil any particular program requirements.
  • There are a number of Endorsed Programs which can be completed online, such as those covering Microsoft Office software programs.
  • Existing part-time paid employment can be used to satisfy requirements of Authority Developed Workplace Learning (ADWPL).

Course specific information

The following information provides course specific advice relating to Years 11 and 12 courses. It should be read in conjunction with the Years 11 and 12 Assessment information.

This advice will be updated as necessary. The updated date stamp and icon beside the course title indicate new information.

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  • Investigation Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Production Project Assessment Type – where practical activities are not able to be undertaken, the task can be modified.
  • Where an Assessment Type has been completed out of school and cannot be validated, students will be required to complete an authentication task on their return to school.
  • Teachers can consider the following possible alternatives when modifying Investigation tasks:
    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.
  • Follow the advice here.
  • Science Inquiry Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Science Inquiry tasks:
  • Practical 

    • Students could use online simulations to collect data for analysis.
    • Students could be provided with second-hand data from an experiment to process, analyse, make conclusion and/or answer questions
    • Students could collect data for analysis from a video of the teacher conducting the experiment.

    Investigation

    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.

    Fieldwork or environmental investigation

    • Students may be able to conduct fieldwork at home.
    • Second-hand data from environmental testing or fieldwork could be used for this task. Students could be asked to discuss safety risks, process and analyse the data and make conclusions, recommendations and/or discuss human impacts.
    • Students could use observations from online simulations or virtual excursions.
  • Follow the advice here.
  • Preliminary course: for students working in modified learning environments, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.
  • Science Inquiry Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Science inquiry tasks:
  • Practical

    • Students could use online simulations to collect data for analysis.
    • Students could be provided with second-hand data from an experiment to process, analyse, make conclusion and/or answer questions.
    • Students could collect data for analysis from a video of the teacher conducting the experiment.

    Investigation

    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.
    • Students could use observations from online simulations or virtual excursions.
  • Follow the advice here.
  • The Performance/Production Assessment Type can be completed as either a solo performance or, at the discretion of the teacher, in small groups.
  • In administering Performance/Production Assessments, teachers must adhere to the Western Australian Government’s public health advice.
  • Follow the advice here.
  • The Performance/Production Assessment Type can be completed as either a solo performance or, at the discretion of the teacher, in small groups.
  • In administering Performance/Production Assessments, teachers must adhere to the Western Australian Government’s public health advice.
  • Follow the advice here.
  • Investigation Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Investigation tasks:
    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.

    Field study

    • Students may be able to conduct fieldwork at home.
    • Second-hand data from environmental testing or fieldwork could be used for this task. Students could be asked to discuss safety risks, process and analyse the data and make conclusions, recommendations and/or discuss human impacts.
    • Students could use observations from online simulations or virtual excursions.
  • Follow the advice here.
  • ATAR and General courses: the Assessment Outlines must include a speaking/listening assessment at least once for the pair of units (or once for a single unit where only one is being studied).
  • Foundation course: the Oral Communication assessment type must be assessed at least once across a pair of units (or once for a single unit where only one is being studied).
  • Preliminary course: for students who continue to work in a modified learning environment, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.
  • Due to the nature of the assessment structure in this course, adjustments to the assessment schedule should only be made in circumstances where it is not possible to administer the full assessment schedule.
  • Where it becomes necessary to make adjustments to the assessment schedule:
    • assessment types normally assessed once should be assessed as described in the modified Year 11 English as an Additional Language or Dialect ATAR 2022 assessment table; and
    • assessment types normally assessed twice must be assessed at least once, as described in the modified Year 11 English as an Additional Language or Dialect ATAR 2022 assessment table
    • all teachers must adjust their Assessment Outline for this course to reflect the modified Assessment Table. The Authority will require teachers to revert to using the Authority's standard Assessment Table in 2023.
  • Follow the advice here.
  • Production Assessment Type – adapt, substitute ingredients or change recipes/processes to accommodate food/resource availability.
  • Preliminary course: for students who continue to work in a modified learning environment, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.
  • Year 12 Geography Fieldwork/Practical Skills Assessment Type – where fieldwork is not possible, assessment tasks can be modified; however, it must include the practical application of the Geographical Skills.

    Formats can include: the collection of information and/or data, transforming information into maps, tables, diagrams and/or charts, interpretation of current up to date sources (e.g. graphs, tables, charts, maps, media clips, visual images).
  • Year 11 Geography Geographical inquiry/fieldwork Assessment Type – where fieldwork is not possible, assessment tasks can be modified.
  • Formats can include: researching and collecting information from a range of primary and/or secondary sources to develop and/or complete assignments, research booklet, report, in-class validation and/or a combination of these.
  • Follow the advice here.
  • Preliminary course: for students who continue to work in a modified learning environment, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.
  • Science Inquiry Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Science inquiry tasks:

    Practical

    • Students could use online simulations to collect data for analysis.
    • Students could be provided with second-hand data from an experiment to process, analyse, make conclusion and/or answer questions.
    • Students could collect data for analysis from a video of the teacher conducting the experiment.

    Investigation

    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.
  • Follow the advice here.
  • Science Inquiry Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Science inquiry tasks:

    Practical

    • Students could use online simulations to collect data for analysis.
    • Students could be provided with second-hand data from an experiment to process, analyse, make conclusion and/or answer questions.
    • Students could collect data for analysis from a video of the teacher conducting the experiment.

    Investigation

    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.

    Fieldwork

    • Students may be able to conduct fieldwork at home.
    • Second-hand data from environmental testing or fieldwork could be used for this task. Students could be asked to discuss safety risks, process and analyse the data and make conclusions, recommendations and/or discuss human impacts.
  • Follow the advice here.

Arabic
Auslan
Chinese: Background Language
Hebrew
Indonesian: First Language
Japanese: Background Language
Modern Greek
Polish
Russian
Sinhala
Tamil
Turkish

  • Science Inquiry Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Practical Assessment Type – where a water-based activity has been planned and is not able to be undertaken alternative tasks can be used, for example knot tying, safety briefings, trip planning, care and maintenance of equipment, where relevant to the course.
  • In administering Practical Assessments, teachers must adhere to the Western Australian Government’s public health advice.
  • Teachers can consider the following possible alternatives when modifying Science inquiry tasks:

    Investigation
    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.

    Fieldwork or environmental investigations

    • Students may be able to conduct fieldwork at home.
    • Second-hand data from environmental testing or fieldwork could be used for this task. Students could be asked to discuss safety risks, process and analyse the data and make conclusions, recommendations and/or discuss human impacts.
    • Students could use observations from online simulations or virtual excursions.
  • Follow the advice here.
  • Teachers must continue to refer to the Authority’s standard Assessment Tables in the course syllabuses.
  • The Materials Design and Technology ATAR course Practical (portfolio) examination marking key and the Materials Design and Technology ATAR Practical (portfolio) examination requirements document are available on the Authority’s website.
  • Preliminary course: for students who continue to work in a modified learning environment, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.
  • Preliminary course: for students who continue to work in a modified learning environment, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.
  • In addition to the advice on the minimum number of assessments required in 2022, students in Year 11 and Year 12 must complete one practical application and one statistical investigation to meet their minimum requirement in the practical application section of the Assessment Table.
  • Follow the advice here.
  • Production Task Type (including Year 12 ATAR Practical (Production) Examination)
    • Students are encouraged to think creatively as they negotiate and adapt production process requirements throughout 2022.
    • When creating production work, any paired, group or collaborative processes must be completed in accordance with the current Government health guidelines.
    • In the event of restricted access to school equipment and/or devices, the use of a student's personal technology/devices for image capturing, video recording, sound recording and editing is accepted.
  • Follow the advice here.
  • Science Inquiry Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Science inquiry tasks:

    Experiment

    • Students could use online simulations to collect data for analysis.
    • Students could be provided with second-hand data from an experiment to process, analyse, make conclusion and/or answer questions.
    • Students could collect data for analysis from a video of the teacher conducting the experiment.

    Investigation

    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.
  • Follow the advice here.
  • Investigation Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Production Project Assessment Type – where practical activities are not able to be undertaken, the task can be modified.
  • Teachers can consider the following possible alternatives when modifying Investigation tasks:
    • Students may be able to conduct an investigation at home using available materials or online simulations.
    • Students could be asked to formulate a hypothesis or testable question and plan an investigation to test their hypothesis/question. Second-hand data from a similar investigation could then be provided for processing, analysing and making conclusions.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.
  • Investigation Assessment Type – where practical work is required and is not able to be undertaken, tasks can be modified.
  • Teachers can consider the following possible alternatives when modifying Investigation tasks:
    • Students could use online surveys to collect data for analysis.
    • Students could use second-hand data to answer their research question.
    • Students could be provided with the method and data from an investigation and asked to propose a hypothesis, identify variables, process and analyse the data, make conclusions and evaluate the investigation.
  • Follow the advice here.
  • Preliminary course: for students working in modified learning environments, demonstration of student engagement with learning can be provided where possible by photo, audio visual (AV) or audio communication. Additional written evidence of engagement with lessons can be provided when normal classes resume at school.
  • Follow the advice here.