At Scotch College, we believe that effective feedback is a critical component to drive student learning. According to Hattie, 2009 ‘Feedback is information provide by a teacher about aspects of one’s performance or understanding.’ With this in mind it is the College’s aim to provide feedback to our students that improves student learning. Feedback that is ‘just in time and just for me’ is our aim. To provide this we will deliver continuous feedback to our students and therefore parents across the College via SEQTA learn and SEQTA engage.

The type of feedback students receive is of great importance, Hattie states ‘some types of feedback are more powerful than others. The most effective form of feedback provide ques or reinforcement to the learner, and are in the form of video, audio or computer assisted feedback.’ Teachers will provide this on summative assessments as part of the feedback cycle.

Feedback on pastoral matters will continue to be delivered via traditional semesterised reports.

Frequently asked questions in relation to feedback on learning in your son’s sub-school can be found below.

Warwick Norman K-5

Warwick Norman K-5

Dean of Teaching and Learning - Junior School

Junior

Reporting

The Junior School reports your son’s progress with written reports twice a year in conjunction with student, parent, and teacher interviews. His report reflects development through all programmes at Scotch. As a school we strive to provide a differentiated programme, working with your son at his particular level of development. Information in this report is based on the expectations of the International Baccalaureate Primary Years Programme, the Australian Curriculum for English and Mathematics learning areas and the Western Australian Curriculum Frameworks documents.

Early Learning Centre

In Pre-Kindergarten, the students will have Parent Teacher Interviews that replace a written report. These interviews will focus on specific outcomes taken from the Early Years Learning Framework in conjunction with the Primary Years Programmes; Approaches to Learning outcomes.

The Kindergarten and Pre Primary students will receive a Semester 1 and a Semester 2 Report. The Kindergarten students reports will address the Early Years Learning Framework, whilst the Pre-Primary students will address the Western Australian Curriculum Standards. Both year groups will also be assessed in relation the Primary Years Programme; Approaches to Learning.

Years 1-5

In Years 1-5 students will receive a Semester 1 and a Semester 2 Report. The reports will address the Western Australian Curriculum Standards and the Primary Years Programme; Approaches to Learning.

Parent Teacher Student Interviews

The College aims to keep parents informed of their son’s progress continually throughout the academic year. This is achieved through homework samples, reports, interviews and Student Led Conferences.

Summer Term Meet the Teacher Evening

A Meet the Teacher evening will be held in Summer Term. The objective of this event is to enable parents to gain an insight into the curriculum and co-curricular activities being offered during the year and to meet their son’s new teacher.

Summer Term Parent Teacher Interviews

Parent teacher interviews are held in Summer Term. The aim of these interviews is to provide parents with a set time to discuss their son’s progress with the classroom teachers and specialist staff.

Semesters 1 and 2 Reports

Formal reports on your son’s progress are written and sent home at the end of Semester 1 and 2.

Winter Term Student-Led Conferences (SLCs)

SLCs will be held in early Winter Term. The purpose of the SLC is to enable boys to share classroom work with their parents and goal set based on the Semester 1 report.

FAQs

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How can I access my son's reports?

To find out how to access your son’s report, please follow this link: https://ask.plcscotch.wa.edu.au/faq/101086.

What are the grade descriptors?

Grade Descriptors Government regulations require schools to indicate a student’s level of achievement defined against a five-point achievement scale. The level of achievement your child has demonstrated in each of the learning areas is measured against achievement standards typical for his current year level.

The capability of a student to demonstrate good understanding of work completed and the associated skills is assessed against the following five achievement levels:

• Well above the expected level of achievement at this time of year.

• Above the expected level of achievement at this time of year.

• At the expected level of achievement at this time of year.

• Below the expected level of achievement at this time of year.

• Well below the expected level of achievement at this time of year.

How do I navigate my son's report?

Your son’s report will include information pertaining to the learner profile attributes, general report information, learning outcomes, approaches to learning, units of inquiry and effort marks. For a description on how to read the report please see this link: SC1706127 PYP Report 2[4]

Reporting

The Middle School reports your son’s progress with Continuous Reporting. This type of reporting refers to providing timely, quality feedback comments for all summative assessments through Seqta Engage. Comments focus on strengths and areas that need improvement in relation to the related criteria for that assessment.

This is complemented by Semester 1 and 2 reports, and student, parent, and teacher interviews. Information in semester reports is based on the expectations of the International Baccalaureate Middle Years Programme and the Western Australian Curriculum.

Assessment Schedule

Year 6 Winter Term 2018

Year 7 Winter Term 2018

Year 8 Winter Term 2018

Parent Teacher Student Interviews

In Semester 1, the Parent and Teacher interviews for Years 6, 7 and 8  have a pastoral care focus. We aim to answer the question, ‘How is my son settling into the year?’.

Following Semester 1 reporting, the boys spend time in class analysing their reports and formulating goals and strategies for the coming semester. All families in Years 6, 7 and 8 are then invited to attend Student Led Goal Setting Conferences with the homeroom teacher, where your son will share the goals he has committed to for second semester.

FAQs

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Why do you do Continuous Reporting?

Continuous reporting is strongly supported by research as evidenced by a meta-analysis which found, “the most effective forms of feedback provide cues or reinforcement to the learner, are in the form of video, audio or computer-assisted instruction feedback, or relate feedback to goals.” (Hattie, 2009).

The availability of timely, quality feedback is acknowledged to be one of the most significant determinants of success for learners. A reporting system that provides continuous feedback online will allow students to act on feedback immediately to inform future learning.

What are the benefits of Continuous Reporting?

  • Timely feedback – feedback and results are provided online within a defined period after a key task is completed and assessed.
  • Feedback informs the boys about what needs to be done in order to reach higher levels, giving them agency in their learning.
  • Feedback is specific to an individual student’s progress and learning.
  • Parents can view results and comments for key assessments at the same time as their child, receiving information in ‘real time’ rather than at two points within a year. This provides parents with the ability to identify and support action toward improvement prior to the next assessment.
  • Access online anywhere, anytime, via Seqta Learn and Seqta Engage.
  • Improved student wellbeing as the assessment schedule is no longer driven by semester reporting deadlines.
  • Structured reflection is built into the process to allow students to develop their self-management and reflective skills. This is one of the major goals of an International Baccalaureate education.

When will my son receive his Continuous Reporting feedback?

Within 2 weeks of the assessment being completed.

What format does Continuous Reporting take?

Continuous reporting feedback can be given in a variety of modes and teachers may choose these according to the task or their preference.  Comments can be typed on Seqta Engage, embedded in a digital document assessment, or attached as an audio or audio/visual file.

What will my son receive as feedback?

Comments must address the following points:

  1. What went well
  2. At least one area for improvement
  3. Strategies to achieve this
  4. Information regarding his attitude and effort in learning

How are parents notified that feedback is available?

Once marks and feedback are released on Seqta Engage, the system automatically sends a notification to you 2 days later.

How can I access my son's Semester Reports?

Your son’s Semester reports can be downloaded from Seqta Engage.

For assistance, please see the following link https://ask.plcscotch.wa.edu.au/faq/101086

What is Academic Excellence?

Your son is awarded a semester grade for each subject, to a maximum grade score of 7. Each semester, certificates of Academic Excellence are awarded to the Year 7 and 8 boys who achieve 30 grade points or higher across five subjects.

This is an outstanding achievement and demonstrates a high level of commitment and engagement with their studies across the curriculum.

Who should I contact if I have concerns about my son's report?

The best person to contact is the subject teacher who wrote the report.

If the concern is about the overall academic performance,  your son’s homeroom teacher is the best first contact.

How does the Middle School report on the Approaches to Learning skills in Semester Reports?

Each of the Approaches to Learning (ATL) skill clusters are judged by his teachers based on their observations of his performance and reported in the Semester Reports. The skills clusters are Communication, Social, Thinking, Self-Management and Research skills.

The 4 levels of achievement (Novice, Learner, Practitioner, and Leader) give an indication of how well your son has performed each skill, from the Novice who is able of observe the skill, through to a Leader who can teach others how to use the skill accurately.

The levels for each ATL are based on the skill development we would expect to see from a students in Middle School, at this early stage, it is not uncommon to see many students performing the skill at the level of Learner.

Sophie Berry 6-8

Sophie Berry 6-8

Dean of Teaching and Learning - Middle School

Middle

Cara Fugill 9-12

Cara Fugill 9-12

Dean of Teaching and Learning - Senior School

Senior

Reporting

The Senior School reports your son’s progress twice a year in conjunction with student, parent, and teacher interviews. Information in this report is based on the achievement standard outlined in the Western Australian Curriculum for students in Years 9 and 10 and for Years 11 and 12, the reports will reflect the achievement against the grade related descriptors outlined in the IB Diploma or WACE Programmes.

Year 9

In Year 9, students will receive a report each semester that will include: their ongoing course average, the cohort average, a grade A through to E, a graphical display of the grade boundaries and the relative position the boy sits within those grade boundaries. All grade boundaries are determined using the grade related descriptors set by the Australian Curriculum and may vary from subject to subject. In addition, Semester 2 reports will also include the examination result and the cohort examination average.

As a variety of Approaches to Learning are explicitly taught in each learning area, the report will also include the subject specific skills that were taught and developed over the Semester and the level of development demonstrated by the student.

The four levels can be defined by;

Novice: A student who watches others perform the skill but has yet to engage.

Learner: A student who copies and emulates the skill in an effort to become proficient.

Practitioner: A student who has mastered the skill at an age appropriate level and is confidently using the skill.

Leader: A students who is a practitioner in the skill but also assist others to develop or uses their own refined strategies to develop themselves in that skill.

Year 10

In Year 10, students will receive an Interim report in Spring term and a more comprehensive written report each semester.

The Interim report indicates your sons skill development in each of the five core areas as defined by the Approaches to Learning. It also provides a statement about his expected level of achievement after a terms learning in that subject.  This is graded on a five point scale from well below expected level to well above the expected level.

The semester reports will include: the level achieved in each of the four subject specific criteria, an achievement total, an over grade from 1 through to 7 and a written comment that will outline areas of strengths and opportunities for improvement. All grade boundaries are specified by the MYP and are consistent across all learning areas. In addition, the reports also provide a histogram of the grade distribution so you can see where the level of achievement attained compares with the cohort.

 

Year 11 WACE

In Year 11, students will receive an Interim report in Spring term, a more comprehensive written report in Semester 1 and a statement of results in Semester 2.

The Interim report indicates the boys skill development in each of the five core areas as defined by the Approaches to Learning: Communication, Social, Self-Management, Research and Thinking. It also provides a statement about his expected level of achievement after a terms learning in that subject.  This is graded on a five point scale from well below expected level to well above the expected level.

The Semester 1 report will include: their ongoing course average, the cohort average, a grade A through to E, their examination result, the cohort examination average and a written comment that will outline areas of strengths and opportunities for improvement.

In Semester 2, boys will receive a final statement of results that will reflect the information reported to the SCSA to meet the WACE graduation requirements. This statement will include: their ongoing course average, the cohort average, a grade A through to E, their examination result and the cohort examination average.

Year 11 Diploma

In Year 11, students will receive an Interim report in Spring term, a more comprehensive written report in Semester 1 and a statement of results in Semester 2.

The Interim report indicates the boys skill development in each of the five core areas as defined by the Approaches to Learning: Communication, Social, Self-Management, Research and Thinking. It also provides a statement about his expected level of achievement after a terms learning in that subject.  This is graded on a five point scale from well below expected level to well above the expected level.

The Semester 1 report will include: their ongoing course average, the cohort average, a grade 1 through to 7 and a written comment that will outline areas of strengths and opportunities for improvement.

In Semester 2, boys will receive a statement of results that will include: their ongoing course average, the cohort average, a grade 1 through to 7, their examination result and the cohort examination average.

Year 12 WACE

In Year 12, students will receive an Interim report in Spring term and a statement of results at the end of Semester 1 and 2. After each assessment that is weighted higher than 5%, students are also provided with individualised feedback through SEQTA Learn. This feedback will assist students learning by identifying areas of strength or areas for improvement that relate to the content that was assessed or by providing students with strategies that can improve their study techniques.

The Interim report indicates the boys skill development in each of the five core areas as defined by the Approaches to Learning: Communication, Social, Self-Management, Research and Thinking. It also provides a statement about his expected level of achievement after a terms learning in that subject.  This is graded on a five point scale from well below expected level to well above the expected level.

The Semester 1 report will include: their ongoing course average, the cohort average, a grade A through to E, their examination result and the cohort examination average.

In Semester 2, boys will receive a final statement of results that will reflect the information reported to the SCSA to meet the WACE graduation requirements. This statement will include: their ongoing course average, the cohort average, a grade A through to E, their examination result and the cohort examination average.

Year 12 IB

In Year 12, students will receive an Interim report in Spring term and a statement of results at the end of Semester 1 and 2. After each assessment, students are also provided with individualised feedback through SEQTA Learn. This feedback will assist students learning by identifying areas of strength or areas for improvement that relate to the content that was assessed or by providing students with strategies that can improve their study techniques.

The Interim report indicates the boys skill development in each of the five core areas as defined by the Approaches to Learning: Communication, Social, Self-Management, Research and Thinking. It also provides a statement about his expected level of achievement after a terms learning in that subject.  This is graded on a five point scale from well below expected level to well above the expected level.

The Semester 1 and 2 report will include: their ongoing course average, the cohort average, a grade 1 through to 7, their examination result and the cohort examination average.

FAQs

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How can I access my son's reports?

All student reports can be downloaded from Parent Connect.

How does the Senior School report on the Approaches to Learning in the interim reports?

Each of the Approaches of Learning and understanding are judged by your son’s teachers based on their observations of his performance. The 4 levels (Novice, Learner, Practitioner and Leader) give an indication of how well your son has performed each skill, from the Novice who is able to observe the skill, through to a Leader who can teach others how to use the skill accurately. Each teacher will also have indicated whether a Parent Teacher conference is requested.

Who should I contact if I have a concern with my son's report?

The best person to contact in the first instance is the subject teacher who wrote the report.

If the concern is about the overall academic performance, contacting your son’s Head of House is the best first contact.

Students at Scotch College sit the National Assessment Program – Literacy and Numeracy in Years 3, 5, 7 & 9. More information for parents can be found here: https://www.nap.edu.au/

The NAPLAN Online public demonstration site is now available for students, teachers, parents and the broader community to see how NAPLAN Online will work and what it will look like.

Our community can access the site here: http://www.nap.edu.au/online-assessment/naplan-online/naplan-online-public-demonstration-site

FAQs

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When is NAPLAN in 2019?

NAPLAN in 2019 will be from the 14th to the 21st of May.

In 2019 all students shall sit NAPLAN online.

Students in Year 3 will still sit the writing component with traditional pen and paper.

What will be tested?

The content of each test is informed by the Australian Curriculum. (English and Mathematics)

Language Conventions: students identify and correct spelling errors and answer questions on aspects of grammar and punctuation.

Writing: students write a text in response to a given stimulus. They are assessed on the quality and organisation of ideas, structuring of sentences and use of correct spelling and punctuation.

Reading: students read a number of short texts and answer questions to show understanding of the texts.

Numeracy: students solve problems across Number and Algebra, Measurement and Geometry and Statistics and Probability.

What if my son is absent from school on the test day?

Wherever possible we will organise another time for individual boys who are absent at the time of testing to complete missed tests.

What does the school do to prepare my son for NAPLAN?

NAPLAN assesses literacy and numeracy skills that students are already learning through the school curriculum. Teachers will ensure that students are familiar with the test formats and will provide appropriate support and guidance. Excessive preparation is not useful and can lead to unnecessary anxiety. If you have any questions about your son’s preparation for NAPLAN, you are encouraged to make a time to speak with their teacher.

Can I help my son prepare for the tests?

The provision of comprehensive teaching and learning programmes is the best preparation we can provide for your son. We will ensure your son is familiar with the format, language, response types and time constraints of the test.

Sample assessments can be found here: https://www.nap.edu.au/online-assessment/public-demonstration-site

What additional support can the school provide to my son if he has a disability?

All students are encouraged to participate in NAPLAN. Students with a disability or who have a temporary injury will be provided with assistance during the test. Please speak to the relevant Head of Academic Support in each sub-school for more information.

Will I receive a report on my son's performance?

Yes. This will be issued through the school in mid-August.

What are the bands on the NAPLAN report?

For NAPLAN results, a national minimum standard is defined and located on the assessment scale for each year level. Band 2 is the minimum standard for Year 3, band 4 is the minimum standard for Year 5, band 5 is the minimum standard for Year 7 and band 6 is the minimum standard for Year 9. These standards represent increasingly challenging skills and require increasingly higher scores on the NAPLAN scale.

What tests are used to determine the bands in the NAPLAN report?

The Spelling and Grammar and Punctuation results come from a single 45 minute Language Conventions test. The Writing results are determined from a 40 minute allowance to respond to a writing stimulus. The Reading results are based on a 65 minute reading test. Numeracy achievement is determined through a 60 minute assessment, it has a Part A where a scientific calculator is allowed and a Part B where a calculator is not permitted. Apart from the writing task most questions are multiple-choice.

How does NAPLAN in Year 9 link to Secondary Graduation?

The School Curriculum and Standards Authority (SCSA) have determined that to achieve graduation at the end of Year 12 students must demonstrate a minimum level of literacy and numeracy. Students can demonstrate the minimum level of literacy by achieving at least Band 8 in Reading and Writing in Year 9 NAPLAN. Similarly students can demonstrate the minimum level of Numeracy by achieving at least Band 8 in Numeracy. Students who achieve Band 8 or higher in Year 9 are considered to have ‘prequalified’ on that literacy or numeracy component.

My son didn't achieve a band 8 in NAPLAN in Year 9 what does this mean?

He can demonstrate the appropriate level of Literacy and Numeracy through the Online Literacy and Numeracy Assessment (OLNA) program that is run in Years 10 to 12. Please see the OLNA section below.

The Language Conventions test is not used to determine ‘pre qualification’ for literacy. Hence a score below band 8 in Spelling or Grammar & Punctuation does not determine if your son needs to participate in OLNA.

Deborah Lee

Deborah Lee

Head of Learning Analytics

Online Literacy and Numeracy Assessment (OLNA)

The Online Literacy and Numeracy Assessment or OLNA is requirement to be completed successfully in order to achieve the Western Australian Certificate of Education.

By the end of Year 12, students must demonstrate that they meet the

More information on OLNA can be found here: http://www.scsa.wa.edu.au/Senior_Secondary/OLNA

FAQs

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What is OLNA?

The Online Literacy and Numeracy Assessment (OLNA) is a program run by School Curriculum Standards Authority (SCSA). Each year, in March and September students sit an online assessment in reading, writing and/or numeracy, if they have not yet qualified in that area. Once they have demonstrated the required level they do not need to sit that component again.

What is the school doing to assist my son to achieve the required standard?

In the last few years most boys have reached the required level in OLNA after the first round of assessment in March of Year 10. Prior to that assessment all boys will have an OLNA preparation session in whatever component/s they need to sit. The sessions are run by Year 10 English and Mathematics teachers. Students who do not meet the standard in March of Year 10 will receive further support before the next assessment round in September of Year 10. Further support will be offered to boys who need to take the assessment in Years 11 and 12.

Why are there three assessments?

There are three components in OLNA, writing, reading and numeracy. The reading and numeracy components comprise 45 multiple-choice questions. Students have 50 minutes to complete each component. The writing component is an extended response of up to 600 words. Students are allowed 60 minutes to complete this component.

How many chances does my son have to demonstrate the required standard in OLNA?

The tests are conducted twice a year in March and September. It is compulsory for students to sit the test in Year 10 and the first round of Year 11 if they are not yet qualified. Students have six opportunities to meet the requirement through the March and September rounds in Years 10, 11 and 12.

What if my son is new to Scotch but schooled in WA?

If your son has been in another school in WA and qualified in any of the literacy or numeracy requirements then this data will come through in the registration process and he will not have to sit the test.

What if my son is new to WA?

If your son has sat NAPLAN in Year 9 in another state in Australia or in an International School he may have prequalified and does not need to sit the OLNA. The school needs a complete, scanned copy of your son’s Year 9 NAPLAN report, all 4 four pages, to forward to School Curriculum Standards Authority (SCSA).

What is a pass in NAPLAN to achieve OLNA?

There is no such thing as a ‘pass’ in NAPLAN. Students who have achieved a band 8 or higher in the reading, writing or numeracy components of NAPLAN have prequalified in that component and do not need to satisfy numeracy and literacy requirements through OLNA. Band 8 is above the National average so more than half the students in the state will need to sit OLNA in Year 10.

How many students sit OLNA in Year 10?

As the prequalification for OLNA is above the National and state average, more than 50% of students across WA sit the OLNA in Year 10. At Scotch College this has been between 10% and 16% of our students for numeracy, between 22% and 25% sit the reading test, and between 37% and 40% are required to sit the writing test. After the March round in Year 10 about 5.9% of Scotch College students still need to qualify in numeracy, 5.2% for reading and 6.2% for writing.

What can I do to support my son through the OLNA?

The most important role for parents is to provide support and encouragement. You certainly can discuss the significance of the assessment but do not overemphasise its importance. SCSA states that “provision of broad and comprehensive teaching and learning is the best preparation” that teachers can provide for students. “Excessive coaching and assessment preparation is inappropriate.” Your son’s teachers have a number of things they include in the preparation sessions before the assessments.

Does my son need a tutor to pass OLNA?

No. The school will provide preparation sessions for each component before each round of testing. In Year 10 in 2016, after the March round there were eight students who still needed to qualify in numeracy, nine for reading and 13 for writing. These students will receive help through their Mathematics and English classes and can get extra support in The Residence and in the Boarding House if applicable. Our students have been given a category 2 status which SCSA describes as “students who have not demonstrated the minimum standard but are expected to do so before the end of Year 12”.

What does the OLNA assessment look like and where can I get a sample?

Practice assessments are available online.

Address https://assess.scsa.wa.edu.au

Username 1171

Password prac14

The academic assessment testing is used with students as part of their orientation and then is administered at regular intervals in order to monitor progress and direct teaching and learning programmes. The school policy is inclusive and as such the test results have no bearing on admission to the College.

The testing will be conducted by an external agency: Academic Assessment Services. This group administer tests in numeracy and literacy in a similar format to NAPLAN in schools throughout Australia.

The data gathered from these tests are one of many sources of information regarding your son’s academic progress and will always be used in conjunction with a range of other sources of information including yet not limited to NAPLAN, school-based assessments and parent and teacher feedback.

Junior School

Junior School boys take these tests in Years 2, 3, 4, and 5.

Middle School

Middle School boys take these tests in Years 6 and 8.

Within the Middle School, the information will be used as part of guiding our decision regarding participation in our academic support and enrichment programmes.

The information is used by teaching staff to monitor and develop appropriate teaching programmes for the range of students within their class.

Senior School

Senior School students take these tests in Year 10.

Within the Senior School, the information will be used to guide us in helping your son to decide the most appropriate course for Years 11 and 12 and will help teachers with their planning processes in constructing future courses.

This assessment is not part of the OLNA programme and will involve all boys in Year 10.

FAQs

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In which years does my son sit the tests?

Students will sit the tests in Years 2, 3, 4, 5, 6, 8 and 10. This allows us to monitor the progress of the students over an extended period of time and make recommendations for the teaching programme of the boys based on this information.

Do I receive a copy of the results?

In Years 2-6 parents will receive a personalised recommend reading list entitled ‘Bright Reading Ideas’. This document can be used as a guide to offer suggestions to parents regarding books students should be reading for development based on their current literacy levels.

What happens to my son’s results?

The school uses the results internally to guide decisions regarding our teaching and learning programmes.

What if my son is eligible for extra time?

If students are given extra time in all test components it is not possible to complete all tests in the two sessions. Rather than having boys complete the last component on another day it has been decided to have all students use the same time requirements.

Students who have other special provisions, such as the use of a laptop are catered for.

Which curriculum are the tests based on?

The Australian Curriculum for the year group your son is in.

What are the tests testing?

Students are tested on their reasoning skills and in the same areas as NAPLAN of reading, writing, numeracy and spelling. The tests take a total of 3 hours allowing times for breaks in between tests.

What does my son need to bring on the test day?

  • Bring two pens – blue or black. All other materials will be provided
  • Pencil
  • Bring tissues
  • Make sure to arrive ahead of the time given. Being late may unsettle you
  • Use the toilet before the first test session. Interruptions may affect results
  • Relax and do your best
  • The four tests are held in two sessions
  • There is a 20-minute break between each session
  • Entry for late arrivals is at the sole discretion of the test supervisor
  • Calculators (Scientific Calculators are permitted for some numeracy assessments and students will be advised of this)

Items not permitted in the examination

  • Bags
  • Mathematical instruments such as compasses or dividers
  • Photographic or other data/image recording equipment
  • Programmable watches or mobile phones
  • Rulers
  • Books or paper/s
  • Apple/smart watches

How does my son prepare for these tests?

Special preparation or coaching is not likely to improve your son’s results. The best preparation is to arrive relaxed and refreshed on the testing day. A good night’s sleep is very important.

Are the results included in my son’s school report?

No. The results are used internally.

Deborah Lee

Deborah Lee

Head of Learning Analytics

Academic Assessment Services Testing (Allwell)

Brad Watson

Brad Watson

Curriculum Administrator

Exam Timetables

The above links can be used to access and download Year 11 and 12 Semester Two Examination Timetables.

Boys eligible for Special Examination Arrangements:
Morning exams commence at 8.10 and boys should be at school by 7.40 AM. Afternoon exams start at 12.50 and students remain later.

All Students:
All boys should acquaint themselves with the Year 12 Information Handbook published by the Schools Curriculum and Standards Authority. This manual can be downloaded from here. The manual contains a lot of information about the WACE and has lots of information about preparing for exams. The information below has been taken from this publication.

Arrival time

You should arrive at the examination centre at least 30 minutes before the prescribed start time for an examination (8.10 am for a morning examination and 12.20 pm for an afternoon examination). Supervisors will allow candidates into the examination room before the prescribed start time so that administrative procedures can occur and important examination information can be explained.

In the examination room, you will have an assigned desk on which your Examination Sticker has been placed. You must sit at this desk unless otherwise directed by a supervisor.

Late arrivals

You will not be admitted to an examination after 30 minutes have passed from the start of the working time of the examination.

What to take into examinations

You must provide your own pens, pencils, coloured pencils, sharpener, highlighters, ruler, eraser, correction fluid/tape and other items specified or recommended for particular courses. These specified or recommended items are listed on the front cover of each examination paper and in the examination design brief in the syllabus. Items should be contained in a pencil case made of clear materials.

Appendix D of the Year 12 Information Manual provides a guide to the materials required/recommended for written examinations. Any equipment brought into the examination room will be subject to inspection. Equipment should bear only the original inscribed information.

All items other than those listed on the front cover of each examination paper are therefore classified as unauthorised and should not be brought into the examination room.

These include, amongst other things:

  • mobile phones • smart watches • MP3/MP4/iPods/iPads/laptop computers/tablets • bags • pencil cases not made of a clear material
  • calculator cases/covers • calculator instruction booklets
  • map templates of any description •
  • external storage media.

Mobile technology

In recent years, most breaches of examination rules have related to possession of mobile phones and/or MP3/MP4/iPods. In these instances, candidates have lost examination marks.

Mobile phones, tablets, smart watches and MP3/MP4/iPods/iPads/laptop computers should not be taken into the examination room. If, due to a security risk, they cannot be left outside the examination room, then they must be turned off and left at the front of the room. No responsibility will be accepted by the supervisor for your personal property.

Calculators

Approved calculators are permitted in some course examinations. A calculator must be silent in use and must not contain a program that transforms it into an unauthorised calculator. If you are found in possession of an unauthorised calculator, you will be in breach of the examination rules. Approved calculators are detailed in Appendix E of the Year 12 Manual.

Dictionaries

Approved dictionaries are permitted in the written examination of all Language courses (except English). If you bring a non-approved dictionary, or more than one dictionary, into an examination, you will be in breach of examination rules. Personal copies of dictionaries must not contain any handwritten or typewritten notes, symbols, signs or any other marks (including underlining and highlighting), except the name and address of a candidate, and will be inspected during the examination. Dictionaries may be consulted during the reading time of an examination. Further details regarding dictionary use in the examinations are contained in Appendix F of the Year 12 Information Handbook.

Notes

You may take up to two (2) A4 sheets of notes into the examinations. These notes may only be used in the calculator assumed section of the Mathematics Applications, Mathematics Methods and Mathematics Specialist examinations. Your notes in these courses are to be flat and contain no folds. They may be written on both sides, but must not have other notes attached to them (including sticky notes). The notes on the sheets may come from any source: handwritten, typed or photocopied, and contain any information that the candidate wishes to take into the examination. The font on the sheets may be of any size. You are not permitted to bring more than the prescribed number of sheets into these specific examinations.

Additional working paper

Blank working paper cannot be brought into any examination. If you want additional working paper, you must ask the supervisor. Work that is not to be marked should have two lines drawn through it and be labelled ‘do not mark’.

Pens or pencils

For multiple-choice sections, you must use blue or black pen when recording your response on the relevant recording sheet. You may use either a pen or pencil in other sections of the examination,though blue or black pen is preferable. You are advised not to use erasable pens. Coloured pencils may also be used.

Water bottles

You can bring water to the examination in a clear plastic bottle with all labels removed. The water bottle should have a secure lid and have a capacity of no more than 1500ml. Water bottles may not be refilled during the examination.

Food

Generally, eating is not permitted during an examination. However, if there are special circumstances (e.g. a diabetic condition), you may apply for permission to eat food during an examination.

Clothing

You will be expected to wear full school uniform.

Language of communication

All written responses to examination questions must be in English unless specified in the examination paper

Reading time

The purpose of reading time is for you to read all instructions on the paper, familiarise yourself with the questions and determine which questions you will attempt. All ATAR course written examinations have 10 minutes reading time. Reading time is for reading only. No marking of the paper by pen, pencil, highlighter, fingernail, or other items or the use of calculators, is permitted during this period. Approved dictionaries, however, can be consulted during this time for all Language (except English) examinations. Music candidates are permitted to use their Authority-issued personal listening devices.

Leaving an examination

You will not be allowed to leave the examination during the first hour of the work period of the examination, or during the final 15 minutes of the examination. You will be advised by the supervisor when there are 15 minutes remaining in the examination. You must stop writing immediately when instructed by the supervisor. You should not leave your desk until all papers in the room have been collected. You should leave the examination room in an orderly fashion when directed by the supervisor. Talking to other candidates is not permitted in the examination room at any time. When you have been dismissed from the examination, you should move well clear of the examination room so you don’t disturb other candidates who may still be engaged in an examination. You are not permitted to remove examination materials from the examination room unless specific permission is given by the supervisor.

Mathematics ATAR course examinations

Separate ATAR mathematics course examinations will be conducted in:

  • Mathematics Applications
  • Mathematics Methods
  • Mathematics Specialist.

Each ATAR Mathematics course examination consists of two sections, Section One: Calculator-free and Section Two: Calculator-assumed. Formula sheets are provided for use in both sections of the examination. Notes may be used only in the calculator-assumed section. The following procedure will be used for sitting each ATAR Mathematics course examination:

  • both sections of the examination paper (Section One and Section Two) will be placed on your desk, along with the corresponding formula sheet
  • you will be required to place, in order, your notes, Section Two of the examination paper and your calculator, on the floor under or beside your seat. You may not touch these materials until instructed to do so
  • if you complete Section One early, you will not be allowed to start Section Two until instructed to do so
  • Section One papers will be collected before you start Section Two.