Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.
Reading and Viewing
At Standard, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, drawing on supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.
Writing and Creating
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
Speaking and Listening
Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. Students understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.
Health Education
At Standard, students identify strategies to promote their own and others’ health, safety and wellbeing in different situations and across different environments. Students identify the health and social benefits of physical activity and associate the importance of physical activity as a preventive health strategy.
Students apply appropriate protocols in face-to-face and online interactions and understand the importance of positive relationships on health and wellbeing.
Physical Education
At Standard, students perform movement skills and sequences in selected sport or physical activity contexts with improving accuracy and efficiency. They implement simple tactics in order to achieve the intended outcome in competitive contexts.
Students describe how physical activity can improve elements of health and fitness. When participating in a variety of sports or physical activities, they demonstrate ethical behaviour and communicate to assist team cohesion and the achievement of an intended outcome.
At Standard, students construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge sources of information.
Students describe how democracy in Australia is shaped by the Commonwealth Constitution. They describe the operation of Australia’s federal structure of government and the role of parliament, within the Westminster system. Students identify rights and responsibilities of being a participant in the legal system and describe how the legal system aims to provide justice.
Students describe how the price of goods and services results from interactions between consumers and businesses, as a consequence of making choices. They describe how the specialisation of workers and businesses, including entrepreneurial behaviour, provides benefits to individuals and the wider community.
Students describe the changes caused by interconnections between people, places and natural environments, and the alternative strategies used to manage the changes. They describe the features of liveable places, and how and/or why places are perceived and valued differently.
Students describe the role of groups and the significance of particular individuals in ancient society, and suggest reasons for change and continuity over time. They identify past events and developments that have been interpreted in different ways. Students describe events and developments from the perspective of different people who lived at the time.
Number and Algebra
At Standard, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. Students assign ordered pairs to given points on the Cartesian plane. They interpret simple linear representations and model authentic information. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution.
Measurement and Geometry
Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. Students solve simple numerical problems involving angles formed by a transversal crossing two lines. They use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel lines.
Statistics and Probability
Students identify issues involving the collection of continuous data. They construct stem-and-leaf plots and dot plots. Students describe the relationship between the median and mean in data displays. They calculate mean, mode, median and range for data sets. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes.
Science Understanding
At Standard, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. Students explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. Students classify and organise diverse organisms based on observable differences and predict the effect of human and environmental changes on interactions between organisms.
Science as a Human Endeavour
Students describe situations where scientific knowledge has been used to solve a real-world problem.
Science Inquiry Skills
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. Students select equipment that improves fairness and accuracy and describe how they considered safety. They draw on evidence to support their conclusions. Students summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
At standard, students initiate and participate in spoken and written interactions in Chinese with others through collaborative tasks, activities and transactions to exchange information on people, social events and school experiences. They use modelled descriptive and expressive language to talk about, give opinions and share thoughts and feelings, such as 我今年上七年级 and 你喜欢学习汉语吗？ Students engage in written interactions to plan Chinese activities or social events, as well as share and exchange information about life in different cultural contexts, expressing some ideas and opinions. Students identify and summarise most key information, and some supporting details, from spoken texts related to their personal and social worlds. They locate, classify and organise most key points of information from written texts related to aspects of their personal and social worlds and re-present this information for known audiences. Students respond to a range of performance-based imaginative texts, identifying how features of performance are used to convey different emotions and attitudes and apply this knowledge to their own oral performances and texts. They create and perform simple, individual and shared imaginative texts with imagined characters and places, to describe experiences and to entertain peers and younger audiences. They translate, mostly accurately, short phrases and texts for different audiences, at times varying the language to explain key points for these different audiences. Students interact and engage with Chinese speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. They also consider how their biography influences their identity and communication.
Students better understand the systems of the Chinese language, examining differences in sounds and tones heard in oral discourse, including the range of vowel and consonant combinations. They interpret texts by estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts. They discuss how the Chinese language works, using metalanguage to describe the distinctive spoken and written language system of Chinese. Students use some knowledge of character components and how they can be used to categorise vocabulary. Students use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. They show how clauses of a sentence are linked coherently, joining, contrasting and sequencing ideas and information. They use alternative language to clarify intended meaning, for example, saying 我不胖不瘦 when they don’t know the phrase 中等身材, and compare ways in which tense is expressed in Chinese and applying, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation 没有 to indicate incomplete past and 正在 to indicate action in progress. Students use different ways to negate ideas depending on degree of formality or emphasis. Students identify the structures and key features of familiar texts in Chinese to explain the relationship between the language and structure used and the purpose of the text. They explore the ways in which Chinese language use is fostered among local communities and the use of Chinese in local media. Students discuss the dynamic nature of the Chinese language by exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms. They reflect on how Chinese, like other languages, has evolved and developed through different periods of influence and change. Students reflect on how language use varies between communities and how communication is shaped by a community’s geographical location, languages and cultures.
At standard, students initiate and participate in spoken and written interactions in Japanese with others through collaborative tasks, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such asパースのなつはとてもあついですよ。 Students engage in the planning of Japanese events or activities by considering options, negotiating arrangements and participating in transactions. They identify and summarise most key information and some supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using rehearsed descriptive and expressive language, and modes of presentation to suit audiences and contexts. Students express simple opinions and describe some of the themes and key ideas, values and techniques in a range of imaginative texts. They create and present simple, individual and shared imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. Students translate texts, with some inaccuracies, and compare their own translation to peers’, noticing when it is difficult to transfer meaning from one language to the other. They interact and engage with Japanese speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. Students consider how their biography influences their identity and communication.
Students better understand the system of the Japanese language, recognising that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds. They identify that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech. Students identify some katakana, including voiced, unvoiced, contracted and blended sounds using the kana chart. They write, accurately, some words and phrases using both kana and kanji. Students use furigana to support the reading of unfamiliar kanji, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students understand the different functions of a range of particles and describe daily routines and schedules for a week, using a range of particles to form sentences. They use い and な adjectives in the present tense in negative forms and use noun phrases with an adjective. Students understand that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles. They understand the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis. Students use adverbs as formulaic expressions, create cohesion and flow by using conjunctions, and understand how to indicate politeness using ご and お prefixes. Students describe how the Japanese language works, using some relevant metalanguage to describe grammatical concepts and language elements. They discuss how and why different scripts are used in different types of texts. Students identify variations in Japanese language use that reflect different levels of formality, authority and status. They describe some ways in which that Japanese language has evolved and developed through different periods of influence and change. Students identify that Japanese language and culture are interrelated, both shaping and reflecting each other.
At standard, students initiate and participate in spoken and written interactions in German with others through collaborative tasks, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such as Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Students engage in the planning of German events or activities by considering options, negotiating arrangements and participating in transactions. They identify and summarise most key information, and some supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using modes of presentation to suit audiences and contexts. Students express simple opinions and describe some of the themes and key ideas, values and techniques used to engage and entertain audiences in a range of imaginative texts. They create and present simple, individual and shared imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. They translate texts, with some inaccuracies, and compare their own translation to peers’, noticing when it is difficult to transfer meaning from one language to the other. Students interact and engage with German speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. They also consider how their biography influences their identity and communication.
Students explore, and mostly apply, rules for German pronunciation of loan words from English and other languages, and they identify most differences in punctuation rules in English and German. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students use the verb as second element. They notice the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein bester Freund hat lange, schwarze Haare. Students select and use the appropriate form of ‘you’ (du, ihr, Sie) and begin to describe past events and experiences using the present perfect tense with a limited range of common verbs. They sequence and link events and ideas using common conjunctions (dass, ob, wenn, weil), and describe destinations using prepositions, for example, Wir fahren nach Adelaide. Students experiment with word order rules in scaffolded language contexts, realising that German word order is flexible, for example, Zu Hause ist es oft sehr laut. Students discuss how the German language works, using some relevant metalanguage to organise learning resources. They discuss and apply the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction. Students examine how elements of communication and choice of language vary according to context and situation, and reflect on changes in their use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted. Students identify some ways in which language use reflects cultural expression, assumptions and perspectives.
At standard, students initiate and participate in spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such as Mi piace il mio amico perché è buffissimo. Students engage in the planning of Italian events or activities by considering options, negotiating arrangements and participating in transactions. They identify and provide most key information, and some supporting details, from texts related to aspects of their personal and social worlds and they present information and ideas on texts using rehearsed descriptive and expressive language. They select modes of presentation to suit audiences or contexts. Students express simple opinions on and describe some of the themes and key ideas, values and techniques in imaginative texts. They create and present their own or shared simple imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. They translate texts, with some inaccuracies, and compare their own translation to their peers’, noticing when it is difficult to transfer meaning from one language to the other. They notice how aspects of culture may affect communication, and how their own culture impacts on language use. Students also consider how their biography influences their identity and communication.
Students begin to notice and apply, with a satisfactory level of accuracy, differences in the pronunciation of consonants and vowel combinations. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements and some less familiar elements, with a satisfactory level of accuracy. Students use regular and irregular nouns, subject pronouns for emphasis, adverbs to qualify verbs and conjunctions to connect or elaborate clauses, such as Mi piace il mio amico perché è buffissimo.They use verbs, both regular and some irregular, in the present and perfect tenses, such as Imparo l’italiano da tre anni. They begin to use articulated prepositions, verbs to express action in time and the imperfect tense in formulaic expressions, such as Il festival era divertentissimo! Students describe how the Italian language works, using some relevant metalanguage to organise learning resources. They consider and frequently apply the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction. They identify some features of Italian that vary according to audience, context and purpose, some ways in which language use reflects cultural expression, assumption and perspective, and consider how Italian continues to change due global and cultural influences.
At standard, students initiate and participate in spoken and written interactions in Indonesian with others through collaborative tasks, class experiences, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such as Guru yang ideal, rajin dan humoris. Students engage in the planning of Indonesian events or activities by considering options, negotiating arrangements and participating in transactions. They identify and summarise most key information, and some supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using modes of presentation to suit audiences and contexts. Students express simple opinions and describe some of the themes and key ideas, values and techniques used to engage and entertain audiences in a range of imaginative texts. They create and present simple, individual and shared imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. Students translate texts, with some inaccuracies, and compare their own translation to peers’, noticing when it is difficult to transfer meaning from one language to the other. They interact and engage with Indonesian speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. Students also consider how their biography influences their identity and communication.
Students apply stress in the pronunciation of polysyllabic words and use intonation in subject-focus sentences, with a satisfactory level of accuracy. They generate spoken and written texts using familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students describe qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis and create nouns using –an. They describe actions using me-verbs and seek information using a range of question words. Students add further information using embedded clauses with yang, accept or decline invitations and express well-wishing, for example, mudah-mudahan, semoga. They describe states of action, for example, sudah and make comparisons to indicate similarities and differences, for example, berbeda, sama dengan. Students describe how the Indonesian language works, using some relevant metalanguage to organise learning resources. They discuss and apply the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction. Students identify that Indonesian has formal and informal forms that reflect varying levels of politeness and familiarity. They identify that Indonesian, like other languages, continues to change over time due to influences, such as globalisation and technology. Students identify some ways in which language use reflects cultural expression, assumptions and perspectives.
At standard, students initiate and participate in spoken and written interactions in French with others through collaborative tasks, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such as Hier soir, je suis allé au cinéma avec mes amis. Nous nous sommes bien amusés and Ce que j’adore, c’est le français. Students engage in the planning of French events or activities by considering options, negotiating arrangements and participating in transactions. They identify and summarise most key information, and some supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using modes of presentation to suit audiences and contexts. Students express simple opinions and describe some of the themes and key ideas, values and techniques used to engage and entertain audiences in a range of imaginative texts. They create and present simple, individual and shared imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. They translate texts, with some inaccuracies, and compare their own translation to peers’, noticing when it is difficult to transfer meaning from one language to the other. Students interact and engage with French speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. They also consider how their biography influences their identity and communication.
Students better understand the systems of the French language, identifying elements of spoken and written words, phrases and non-verbal forms of expression. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students use reflexive verbs in le présent and le passé composé, and become familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, C’était… and Je suis allé au cinéma. They extend their use of l’impératif and le futur proche. Students extend their use of interrogative questions using Est-ce que … ? and with the inverted form of the verb, or changed intonation. Students extend their knowledge of negative constructions, such as ne…plus, ne…rien, ne…jamais, ne…que…, and use comparatives, for example, J’aime le français plus que les maths car c’est plus intéressant. Students describe how the French language works, using some relevant metalanguage to organise learning resources. They discuss and apply the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction. Students examine how elements of communication and choice of language vary according to context and situation, and reflect on changes in their use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted. Students identify some ways in which language use reflects cultural expression, assumptions and perspectives.
At Standard, students outline ways in which products, services and environments evolve locally, regionally and globally and recognise competing factors, including social, ethical and sustainability in the development of technologies. In Engineering principles and systems, students identify the use of motion, force and energy to manipulate and to control electromechanical and mechanical systems. In Food and fibre production, students identify components of food and fibre production systems including key features of their design. In Food specialisations, students identify nutritional values and physical properties of food to determine preparation techniques and presentation. In Materials and technologies specialisations, students identify how the selection of material and technology process is influenced by the combination of materials, systems, components, tools and equipment.
With all Design and Technology contexts, students develop solutions and identify the purpose for a given task by considering constraints and components/resources. Students use a range of techniques, appropriate technical terms and technologies to design, develop, review and communicate design ideas, plans and processes. They follow sequenced steps to a problem-solving plan. Students apply safe procedures to make solutions, using a range of components, equipment and techniques. They apply given contextual criteria to independently evaluate design processes and solutions. Students work independently, and collaboratively, to plan, develop and communicate ideas and information, when using management processes.
At Standard, students identify types of networks, including wired, wireless and mobile networks and the hardware components of a network. They identify ways digital systems represent text, image and audio data. Students use a range of digital sources to explore how to acquire data. They create information using relevant software, and creates data to model objects and/or events. Students create digital solutions considering the user experience of a digital system that allows for choices to be made within a user interface. They work collaboratively online to create and communicate information, with consideration for social contexts.
In Digital Technologies, students develop solutions and identify the purpose for a given digital task by considering constraints and components/resources. Students use a range of techniques, appropriate digital technical terms and technologies to design, develop, review and communicate design ideas, plans and processes. They follow sequenced steps to a problem-solving plan. Students apply safe procedures to make solutions, using a range of components, equipment and techniques. They apply given contextual criteria to independently evaluate design processes and solutions. Students work independently, and collaboratively, to plan, develop and communicate ideas and information, when using management processes.
At Standard, students apply some media terminology. They replicate some familiar codes and narrative conventions to make meaning, show some awareness of genre and purpose and create point of view to appeal to an audience. Students depict simple representations of ideas, issues and people, with some reference to values. They show a developing awareness of social and cultural sensitivity in media work by considering controls and audience values. Students apply planning processes, and safely use technology to create and edit planned media work. They fulfil most team responsibilities.
Students identify, in their own work and the work of others, aspects of media work in relation to audience and purpose. They identify ways audiences use media for specific purposes.
At Standard, students make use of processes, including improvisation and role preparation, and some elements of drama to create devised or scripted drama. They demonstrate, on occasion, awareness in performance of a selected drama performance style and/or spaces of performance to present dramatic meaning.
Students use specified reflective processes to outline links between choices made in performance and dramatic meaning or audience responses. They use generalised drama terminology.
At Standard, students use improvisation skills to explore some new movement ideas and to rearrange known movement. They combine the elements of dance (BEST), use specified choreographic devices and structure, with some purpose, to choreograph dance that communicates an idea. Students execute technical dance skills safely in a particular genre/style, demonstrating some body control and coordination of movement. They perform dance to an audience demonstrating, on occasion, projection, focus, retention and clarity of movement and appropriate expression.
Students use some specific dance terminology and reflective processes to outline how BEST and design concepts are used to create meaning in their own and others’ dance. They identify and outline distinctive features and purposes of dance.
At Standard, students identify, sing, play, notate and apply pitch and rhythm patterns, scales, intervals and triads, with some inconsistencies. They improvise and create musical ideas within a given framework that show some development, and incorporate some suitable dynamics. Students sing or play performance activities and practised repertoire with developing technique and some expression. With guidance, they endeavour to adjust tone and volume to blend and balance when rehearsing and performing within an ensemble.
Students identify, analyse and describe the use of specific elements of music in mainly generalised responses, using some appropriate music terminology. They identify and describe some musical characteristics associated with different cultures, contexts and styles.
At Standard, students develop ideas related to a given theme. They select and explore media and materials, and briefly document their results. Students use elements and principles when developing artwork and make decisions about composition. They write annotations and comment about design intentions. They explore and experiment with techniques and processes and, with guidance, use a selected process to create and present a finished artwork. Students use equipment and materials in a safe manner. They reflect on their own artwork and discuss possible improvements.
In responding to artwork, students use art terminology, identify obvious key features and provide personal opinions. They provide a description of an artwork and discuss the use of elements and principles. Students make comments about meaning, based on personal interpretations.