Achievement Standards are based on the key knowledge, understanding and skills of a learning area. They are developed to describe  the quality of the outcomes that are evident in student work in relation to this learning.

The Achievement Standards reflect equivalence of achievement across courses. They are the means for providing equity, as there are the same expectations of student capacity, regardless of the learning area or the details of the task.  

The grade bands are differentiated using Blooms Taxonomy and the scope of the learning demonstrated in the piece of work.

Achievement Standards are based on ACARA design specifications.

Achievement Standards  are not a rubric in themselves for assessing individual tasks. Rubrics are developed from the Achievement Standards, selecting those outcomes relevant and suitable for the intended task. All the Achievement Standards should be covered over  the suite of tasks for a unit of work. 

Achievement Standards describe grade bands, not scores. There is no fixed relationship between marks and grades.  Internal moderation between classes may calibrate initial teacher judgements.  Further, the grades describe a standard, not a place on the curve. 

Attention to the level of achievement described in the Achievement Standards avoids 'grade inflation' – a tendency over time to award more A’s and B’s and fewer low grades – which can be the result of using grades to reward effort rather than achievement, fondness for our students, and having the great volume of student work overwhelm our sense of standard. For example, a teacher may accidently over-reward nice students who conscientiously complete most class work.

How did the judges decide?

King the Wire Fox is the king of the 2019 Westminster Kennel Club Dog Show after winning Best in Show, GETTY IMAGES 

Science T Year Eleven

Science T year Twelve

HASS T Year Eleven

HASS T Year Twelve