Part Two

The Achievement Standards

There are different Achievement Standards (AS) for years eleven and twelve. Years eleven and twelve have distinct AS, as after one year of college education, by year twelve, students will have enhanced skills and knowledge that are acknowledged by assessment expectations and the AS.

AS are not a rubric in themselves. Rubrics will be drawn from some of the AS suitable for the intended task. All AS will be covered over the the suite of tasks. AI might assist you in writing rubrics, but take care that they align with Framework requirements.

The Framework Panel wrote the Achievement Standards considering key knowledge, understand and skills required by Health, Outdoor and Physical Education students in years eleven and twelve. These extend from learning in P-10 through ACARA national curriculum courses. Expectations should be higher than those in year ten.

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

The AS are the means for providing equity as all students will have the same expectations placed upon their performance regardless of the details of the task.

The Achievement Standards describe grade bands, not scores. There is no fixed relationship between marks and grades. Internal moderation between classes may change raw scores.

The Task Type Table

The task type table guides the development of assessment tasks within a school.

Schools are free to take a wide range of pedagogical approaches and decide the type and scope of tasks.

The task type table requires a weighting for different task types. Tasks may combine elements from both columns.

This is the new task type table in the new HOPE Framework to be implemented in 2026. Ensure that your faculty is using the current Framework to set learning and assessment.

Consider the additional parameters are added by this section 'Additional Assessment Information for A/T/M courses"?

Note:

the suggested guidelines are suggested only. Task design might alter these.
the limit to the number of tasks

The task type table is only one element. Tasks must also all students to cover all Achievement Standards and Content Descriptions

All VET competencies listed in the BSSS course must be taught, though schools may offer additional competencies if they have scope.

This the specific guidance for HOPE courses for Moderation Days.

Specific Requirements for non-written practical/performance evidence for courses under the Health, Outdoor and Physical Education Framework

Preamble

This guidance passed by the board in October 2022 clarifies the current requirements for teachers in Health, Outdoor and Physical Education courses presenting moderation folders with (non-written) evidence of practical/performance achievement.

Requirements

Practical/Application Tasks should be meaningful to student learning and produce evidence of achievement that reflects the course and unit requirements.

Material evidence must be accessible to others on Moderation Day.

Some examples for consideration include:

• Personal training plans and reflective journals

• Application of knowledge and skills statistics over time

• Student produced video with student’s own reflective commentary that show-cases decision making, skill development, strategies, technique assessment (Recommended- 6 -10 minutes depending on course classification)

• Record of student’s own goal setting and measurement of achievement in relation to goals

• Digital Portfolio of exemplars of knowledge compiled by student, understanding and skills

• Videoed/photographic simulated demonstrations of technique under safer conditions, e.g., kayak dry land demonstrations

• Photo essay of activity

• Frame by frame photography of technique/action

• Video evidence with teacher reflective comments that identifies teacher judgements of practical performance against course and unit requirements (6-10min).

Student Privacy

It is legal to capture footage of students from your own school in activities for the purposes of moderation. The capture of audio/visual evidence of individuals from outside of the school to be moderated is NOT permitted without evidence of prior permission from external individuals. This evidence should be noted in ACS in the Comments sections. For example, participants who are not from your school should not be recorded in cross-school competitions without prior permission being received.

Students can be informed about possible audio/visual evidence collection via the Unit Outline and Assessment Task Cover Sheet.

Any requirements students must meet to facilitate the collection of audio/visual evidence can also be included (eg: attendance, uniform, equipment, preparation, behaviour). Formatting

• Capture video/film evidence in digital format

• Save video/film on an .mp4 or .wmv files

• Ensure that the video evidence uploads to ACS or the Dropbox and is accessible for viewing

Considering Generative AI

There is already a requirement for schools to have systems to maintain academic integrity- see resources here. Note that the requirement to maintain academic integrity also includes ethical research considerations see the workshop- Introduction to BSSS Ethical Research Principles and Guidelines (Online Course)

The advent of sophisticated generative AI that is freely available may allow students to submit work that is not their own with very little chance of detection. This may prevent accurate measurement of student capacity. You should assume that if students take a task home that they will have used AI to assist them. You should also assume you cannot distinguish AI generated work from student work. Though it obvious sometimes, more skills users can mask their use, and the work of new students will be difficult to assess.

Currently, attempts to develop detection software have not been entirely successful. Any detection software results can only be suggestive, conversations with students and procedural fair processes would have to follow.

Consequently you need to consider what aspect of the discipline are you trying to assess and how generative AI might impact on it. Then you can try to design tasks that focus on what you want to know about student performance while limiting interference from AI.

Teach students to keep their research notes and submit a record of prompts used so that they can provide evidence of process and composition if required. Refusal to provide that evidence is an academic integrity offence in of itself.

Explicitly define the appropriate use of AI in a task and accommodate this in your rubric, e.g. AI use might mean the expectation of perfect spelling as the minimum standard.

Consider increasing the weighting of supervised in-class tasks without digital tools or with lock down browsers- in this context a prepared oral presentation is not an in-class task.

If you are interested in exploring the implications of generative AI further, you could undertake this BSSS Professional Learning online workshop- Introduction to to AI in the ACT Senior Secondary System.

Activity 2.1

Achievement Standards

What three to five tasks in your course will allow students to address all of the achievement standards?
Which theories and methodologies will they analyse and how will they demonstrate that understanding?
Given the M achievement standards, what level of work can be expected from M course work?

Activity 2.2

Curriculum Coverage

Examine this suite of tasks below:

Would the suite of tasks have allowed students to achieve all of the achievement standards of the Framework? What could be missing?
Do the tasks meet the requirements of the Framework Task Type Table from 2026?
Are they designed to make the retention of student assessment evidence easy?

These tasks are for Physical Education Studies- 'Sport, Culture, and Society.

Task One

30%

500-800 words.

In-class Writing Task

Use your notes from the documentaries and the in-class research.

Write a paragraph for each question:

Describe the events of the black power salute at the 1968 Mexico City Olympics.
Why did the men say they saluted at that event?
How did the IOC, USA and Australian sports associations react?
Do you think the salute was in the Spirit of the Olympics?
Analyse the following statement: "African Americans are exploited by wealthy sports corporations."

Hand in your notes and bibliography.

Task Two

30%

Sport and Culture

In a group of three, prepare a coaching clinic for the class in a sport not commonly played in your area. Your clinic will include the following:

a short lecture on the history and cultural aspects of the sport and explain why it isn't popular in your area. (8 minutes- all groups members speak)
commentary on a video of people playing the game to explain the rules, techniques and safety briefing. (10 minutes- all groups members speak)
a skills development exercise. (10 minutes- all groups members speak)
running a short game for the class. (10 minutes - all groups members referee)
an analysis the success of the skills development exercise in preparing students for the game, including evidence from the skills development and game. (400 words)

Possible Sports Include

Basque Pelota
Bocce/Boules
Brannboll
Cestoball
Fistball
Sipa
Shinty
Rounders
Ringball
Quidditch
Street Hockey
Meso-American Ball Game

Task Three

Practical Skills Development

40%

Portfolio of Evidence

Prepare a portfolio of evidence from your engagement in non-contact American Grid Iron Football, Marn Grook, and Gaelic football including the following:

Risk Assessment for an Activity (Use the standard format provided in class)
Beep test results from week one, response to beep test, and week 16 results and response (Responses 100 words)
Personal training plan for improving in two of the sports studied with results (200 words each)
Spoken or written reflection on effort and improvement over the semester (300 words/5min video)
Game stats from game one compared to final game for each sport played (Table of stats, clearly labelled)

Lesson and Assessment Resources

Try searching the Irish curriculum site for ideas for scope and sequences, studies, resources and assessment. They also have work in Irish Gaelic if you would like an extra challenge.

Post-Primary - Scoilnet

You could also examine assessment materials and exemplars from other jurisdictions for ideas and useful questions and prompts. While subjects don't line up exactly, there is still a lot of ideas and food for thought.

SACE - students exemplars and sample tasks

WACE - sample tasks and past exam papers

HSC -- past exam papers

VCE -- sample tasks and past exam papers

The UK's Oak Academy has complete teaching resources in a range of topics.

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