1. Masterclass: Senior assessment reforms
Principals’ Conference, 1–3 March 2017
The Queensland Government is introducing new senior assessment and tertiary entrance (SATE) arrangements, which will commence for students who enter Year 11 in 2019.
These SATE reforms represent the most significant changes for senior secondary education in Queensland in 40 years and will have significant impacts on state secondary and P–12 schools.
This masterclass is an opportunity to begin a conversation about how we will work together to ensure that all schools are ready to implement these new systems on day 1, It is a chance to explore some of the impacts that the new systems will have on schools, and to discuss strategies to respond to these challenges.

2. Supporting state schools
State School staff and students
QCAA
QTAC
DET
We know that QCAA and QTAC have responsibility for the SATE reforms and have the lead responsibility for supporting schools to implement the new systems of senior assessment and tertiary entrance.
DET also has a key role in this work and will support schools in ways that complement, not duplicate, the work of QCAA and QTAC.
In shaping this important piece of work, we are leveraging the successes of The Flying Start, to ensure schools are well positioned for the transition to the new systems.

3. State Schools SATE team
In December 2016, the Director-General announced the establishment of the State Schools SATE team to help schools transition to the new system. 
The SATE team will work with regions and schools to develop policies, strategies and resources to provide the best possible transition support for our schools and their students.
The SATE team includes principals and officers with experience in managing and supporting statewide implementation of curriculum, assessment, moderation and certification.
The SATE team will visit every secondary and P–12 school in the state in 2017 to:
provide support in planning for the transition to the new systems; and
learn about the issues encountered or anticipated by schools.
The SATE team will use the information provided by schools to identify areas of need and to develop policies, advice and resources in response to these needs.
State Schools will also use this information to advocate to QCAA or QTAC where identified needs relate to their responsibilities.
Education regions

4. Supporting state schools
DET
School operations
Staff support
Student readiness
The Department has identified three broad areas of support that it will provide for schools. The school visits, commencing in March 2017, are an opportunity to confirm whether these areas are where school leaders believe the support is most needed.
School operations – may include aspects such as timetabling and managing the transition.
Staff support – this will complement, not duplicate, the professional learning provided by QCAA.
Student readiness – this will also complement the work of QCAA. It may involve, for example, the provision of advice about delivery of the P–10 curriculum in ways that will support student transition into Year 11 in 2019 and beyond.
This work is being scoped. It will be shaped by information gathered in the school visits, by the newly formed SATE Regional Advisory Group, and by the information released by QCAA and QTAC about the professional development and resources that they will provide to support schools to transition to the new systems.

5. Scope of new systems Curriculum Assessment and quality assurance
Tertiary entrance
The new systems of senior assessment and tertiary entrance have also influenced the curriculum. There may also be implications for certification (e.g. QCE) as a consequence of changes to curriculum and assessment.

6. Scope of new systems Curriculum Assessment and quality assurance
Tertiary entrance
QCAA responsibility
The Queensland Curriculum and Assessment Authority is responsible for leading the reforms to senior curriculum, assessment and quality assurance (or moderation).
QCAA began activities to prepare for the new system in This work includes:
the redevelopment of senior syllabuses; and
trials for new moderation processes, including external assessment, endorsement and confirmation.
The development of the new senior assessment system and its resources continues in 2017.

7. Scope of new systems Curriculum Assessment and moderation
Tertiary entrance
QTAC
responsibility
The Queensland Tertiary Admissions Centre is responsible for leading the reforms to tertiary entrance.
In the new system, QTAC will be responsible for calculating students’ tertiary rank. QTAC is also responsible for communicating information about the new tertiary entrance system to schools, students and the broader community.

8. Scope of new systems Curriculum Assessment and quality assurance
Tertiary entrance
In the next section of this presentation, we’ll explore some of the impacts arising from changes in each of these areas and identify strategies that schools may consider to respond to these. This is intended to be a stimulus for continued conversations with your school staff, the SATE team (during school visits) and your region.

9. Scope Curriculum Changes in subject offerings New subject constructs
New syllabus constructs
Changes to composite class delivery
There are significant changes to senior syllabuses for the new senior assessment system.
(The following slides unpack these.)

10. Scope Curriculum Changes in subject offerings
Changes to composite class delivery
New subject categories
New-look syllabuses
Subjects with final cohort Year :
Business Communication and Technology
Business Management
Home Economics
Hospitality Studies
Graphics
Study of Society
Indonesian Extension
Modern Greek
Information Processing and Technology
Information Technology Systems
Technology Studies
Engineering Technology
We know that these subjects will not be available in the new SATE systems.
2018 is the last time Year 11 students can study these subjects.
Valued learning from most of these subjects will be incorporated into new subjects (except for Indonesian Extension and Modern Greek).

11. Scope Curriculum Changes in subject offerings
Changes to composite class delivery
New subject categories
New-look syllabuses
New subjects to be introduced with Year 11 students in 2019:
Business
Design
Digital Solutions
Engineering
Food and Nutrition
Literature
Psychology
We also know that these new subjects will be available for the first time for Year 11 students in 2019.
No doubt your school is already considering decisions about any new subjects you will offer in readiness for Year 10 SET planning in 2018.
Background notes only:
Current subjects and new subjects
Business incorporates valued content from BCT and Business Management.
Design; Digital Solutions; Engineering; and Food and Nutrition include valued content from: Home Economics; Information Processing Technology; Information Technology Systems; Technology Studies; and Engineering Studies.
Literature is a new subject in the English learning area. It is based on the senior secondary Australian Curriculum subject by the same name.
Psychology is a new subject in the Sciences learning area.

12. Scope Curriculum Changes in subject offerings New subject categories
New syllabus constructs
Changes to composite class delivery
New subject categories:
Authority subjects will be renamed General subjects and Extension subjects. Authority-registered subjects will be renamed Applied subjects.
New syllabus constructs:
Redeveloped syllabuses for General subjects structure teaching, learning and assessment into four units.
Extension subjects provide content and assessment for two units as they are taught only in Year 12.
Syllabus sections reflect this new way of organising teaching, learning and assessment requirements.
The redeveloped syllabuses aim to provide teachers with ‘more specific parameters for developing school-based assessments in each subject. This will include the type of assessment, the conditions under which it should be administered and a common marking scheme.’
(Quotation from QCAA ‘School-based assessment’ webpage: Pathway: Home > Senior secondary > New senior assessment and tertiary entrance systems > School-based assessment)

13. Scope Curriculum Changes to composite class delivery
New subject categories
New-look syllabuses
From the Year 11 cohort in 2019, only these 21 subjects can be delivered using the Year A / Year B composite class model:
Agricultural Science
Ancient History
Biology
Dance
Design
Drama
Economics
Essential English
Essential Mathematics
Film, Television and New Media
Geography
German
Japanese
Legal Studies
Modern History
Music
Specialist Mathematics
Physical Education
Physics
Psychology
Visual Arts
In the current systems, schools may choose to deliver all senior subjects using what is known as the ‘Year A / Year B’ model.
In the new senior assessment system, schools will be able to deliver only these 21 subjects in the ‘Year A / Year B’ model.
Schools will have access to a number of other models for combined Year 11 and 12 classes. These options include approaches currently used for composite classes, including ‘concurrent’ teaching, where Year 11 and Year 12 students are taught as two separate classes in the one room.
QCAA is continuing to work on flexible delivery options for composite classes.

14. Key issues: Curriculum
Changes in QCAA subject offerings — discontinued subjects and new subjects
Composite classes — 21 subjects can be delivered using the Year A / Year B model
What are possible implications for your school’s subjects offerings?
In 2019, Year 12s study current subjects Year 11s study new subjects
Key issue about new subject offerings and options for composite classes.
Suggest allowing 5 minutes for discussion of this key issue.
Discussion prompts:
A unique opportunity — a chance to reconsider your school’s curriculum offerings for senior secondary.
Whole-of-phase curriculum renewal — from time to time your school needs to handle a number of periodic syllabus revisions each year.
Whole-of-school curriculum review — this opportunity arises at the same time as updates to the P–12 curriculum, assessment and reporting framework are released including implementation requirements and advice for P–10 Australian Curriculum.
The 2019 transition year— your schools will need to offer two systems and their subject offerings at the same time across Years 11 and 12.

15. Scope of new systems Curriculum Assessment and quality assurance
Tertiary entrance
The new SATE systems bring significant reforms to assessment. Changes include the introduction of external assessment and the use of marks when making judgments about student achievement.

16. Scope Assessment and quality assurance
Common summative assessment requirements
Introduction of external assessment
New quality assurance processes to replace current moderation processes
These changes apply to General subjects and Extension subjects, not Applied subjects (currently known as SASs or Authority-registered subjects).

17. Scope Assessment and quality assurance
Common summative assessment requirements New-look syllabuses
This diagram represents the course structure for the redeveloped English senior syllabus. Syllabuses for all general subjects share this construct.
In Units 1 and 2, assessment is formative and used only for school reporting purposes.
English Senior Syllabus, Board-approved version January 2017, Queensland Curriculum and Assessment Authority, p.4, Figure 2: Course structure.

18. Scope Assessment and quality assurance
Common summative assessment requirements New-look syllabuses
3 internal assessments +
external assessment =
subject result
In Units 3 and 4, assessment is summative. In these units, students undertake four assessments for each General and Extension subject.
These assessments are comprised of three school-based assessments (referred to as ‘internal assessments’) as specified in each syllabus, and external assessment.
Assessments are marked numerically. Marks for each assessment are added together to calculate a student’s subject result, which is a number out of 100.
There will be no scaling test. (Students will sit the QCS Test for the last time in 2019.)
In the majority of General and Extension subjects, the external assessment contributes 25%.
In the majority of Mathematics and Sciences General subjects, the external assessment contributes 50% to the subject result.
50% external assessments are comprised of two examinations, each 90 minutes in duration.
(This is a snapshot of the English course structure for Units 3 and 4.)
It’s important you are aware of implications these assessment programs may present for your students.
For most Mathematics subjects, 65% of a student’s subject result comes from Unit 4 assessment. (50% from external examinations and 15% school-based examination.)
For most Sciences subjects, 70% of a student’s subject result comes from Unit 4. (50% from external examinations and 20% from a research investigation.)
Many students study two or more Mathematics and Science subjects. These students will have significant assessment loads for Unit 4 in Year 12.
There may also be implications for your Mathematics and Sciences curriculum leaders and teachers as they work to prepare their students for these assessments.
English Senior Syllabus, Board-approved version January 2017, Queensland Curriculum and Assessment Authority, p.4, Figure 2: Course structure.

19. Key issues: Assessment and quality assurance
Introduction of external assessment Term 4, 2020 will be the first time Year 12 students undertake external assessments for General subjects. What implications do you think external assessments could have for the way your school plans for and delivers teaching, learning and assessment?
Suggest allowing 5 minutes for consideration of this key issue.
Discussion prompts:
Scheduling time to fit in teaching, learning and assessment.
Student test readiness is a significant consideration.
Implications for Units 1 and 2 assessments — opportunities for schools to ensure students have experienced valued assessment techniques, especially for external assessments.
This means Units 1 and 2 are really important in the delivery of senior courses.

20. Scope Assessment and quality assurance Current system New system
Work program approval
Monitoring
Verification
Comparability
Confirmation
Random sampling
Endorsement
New moderation processes will be introduced as part of the new system. QCAA has trialled endorsement in 11 subjects across 350 schools and trained 800 teachers in these quality assurance processes.
(Source: QCAA ‘School-based assessment’ webpage: Pathway: Home > Senior secondary > New senior assessment and tertiary entrance systems > School-based assessment>Endorsement)
In the new senior assessment system, these processes will be carried out by trained assessors.
We understand that the new quality assurance processes of endorsement and confirmation will only apply to assessment of Units 3 and 4.
We will need to consider the implications of this, as the first feedback schools will receive on the appropriateness of their assessment instruments and the quality of their judgments of student work, will be for these units, where assessment is summative.
Background note only: Random sampling was last undertaken in 2015.

21. Scope Assessment and quality assurance Introduction of:
External assessment development
External assessment marking
QCAA indicates that modules designed to train assessors in external assessment development and marking will be offered in 2017.
(Source: QCAA ‘School-based assessment’ webpage: Pathway: Home > Senior secondary > New senior assessment and tertiary entrance systems > School-based assessment)

22. Scope of new systems Curriculum Assessment and quality assurance
Tertiary entrance
Transition slide – move to next slide

23. Scope Tertiary entrance ATAR replaces the OP (Year 12, 2020)
New eligibility requirements
QTAC will have responsibility for calculating students’ ATARs and is communicating the new system of tertiary entrance for schools, students and the broader community.

24. Scope Tertiary entrance New eligibility requirements
In the new tertiary entrance system, one Applied subject (Authority-registered subject) or one specified VET qualification can contribute to the ATAR.
(Source: QCAA ‘New Tertiary Entrance Rank’ webpage. Pathway — Home > Senior secondary > New senior assessment and tertiary entrance systems > New tertiary entrance rank)
These new eligibility requirements may have implications for the subjects your students select.

25. Key issue: Timeline 2021 2017 2018 2019 2020 New system:
first cohort, Year 11
Current system:
new cohort, Year 12
new cohort, Year 11
first cohort, Year 12;
second cohort, Year 11
new cohort, Year 10
first cohort, Year 10
first cohort, Year 9
second cohort, Year 12;
On day 1, 2019 schools will introduce the new SATE systems with Year 11 students.
You are no doubt already considering implications for your school, including: managing human resources; subject offerings; timetabling; and facilities.
For instance:
The first Year 11 cohort in 2019 is the ‘half-cohort’.
The 2020 Year 11 is a ‘full cohort’.
In 2021, your school will implement the system for the first time with full-sized Year 11 and Year 12 cohorts.

26. SET planning: current system SET planning: new system
Key issue: Timeline
What will be key planning considerations for your school?
2019 transition year
SET planning: current system
Half cohort `
2017
2018
2019
2020
2021
Current system:
new cohort, Year 10
Current system:
new cohort, Year 11
Current system:
new cohort, Year 12
New system:
first cohort, Year 9
New system:
first cohort, Year 10
New system:
first cohort, Year 11
New system:
first cohort, Year 12;
second cohort, Year 11
New system:
second cohort, Year 12;
In 2019, your school will implement the current system with Year 12 students and introduce the new systems and new subject offerings with Year 11 students.
Your school will need to undertake significant planning for this transition year, with support from the SATE team and your region. What will be important considerations for your school and school community?
Suggest allowing 5 minutes for discussion.
Discussion prompts:
Transition year — half-cohort in Year 12 (current system) followed by full cohorts (new SATE systems).
2020 is the first time schools will implement the new SATE systems with both Years 11 and 12 students. Both year levels will have full- sized cohorts.
The 2017 Year 10 cohort is selecting senior subjects this year. These students will complete Year 12 in 2019, the transition year.
Your school will need to offer new subjects to Year 11 students in (your current Year 9 students).
You will need to consider new subject offerings now to ensure you can deliver them at the same time as your school’s current offerings.
SET planning: new system
Full cohorts,
Years 11 and 12

27. Next steps Get prepared for Day 1, 2019
SATE Team school visits from March 2017
Resources to support your school to implement the new SATE systems
Support for you and your staff
Support for communicating with your school community
The State Schools’ SATE team is working with regions to prepare to visit all secondary and P–12 schools in 2017, beginning in March.
These visits will build the SATE team’s understanding of the support and resources schools will need to implement the new SATE systems on day 1, 2019.

28. Next steps Get prepared for Day 1, 2019 2017 2018 2019 DAY 1, 2019
QCAA Principals Conference: October 2017
State Schools Principals Forums begin October 2017
DAY 1, 2019
QCAA syllabus PD
begins July 2017
State Schools Principals Forums: Semester 1, 2018
State Schools Principals Forums: Semester 2, 2018
2017
2018
2019
On day 1, 2019 schools will introduce the new SATE systems with Year 11 students.
You are no doubt already considering implications for your school, including: managing human resources; subject offerings; timetabling; and facilities.
Semester 1
Semester 2
Semester 1
Semester 2
Sem. 1

29. Next steps Get involved
There are many ways that you and your staff, can get involved in preparation for the new systems.
QCAA’s website promotes opportunities for school leaders, curriculum leaders and teachers to get involved in activities for developing the new SATE systems.
For example, it is important you encourage your curriculum leaders and teachers to review draft syllabuses and provide their feedback to QCAA.
This consultation provides an opportunity for state schools leaders and teachers to provide feedback on the implications redeveloped syllabuses may have for state schools and their students.

30. Next steps Get involved
I encourage you to support your curriculum leaders’ and teachers’ involvement as trained assessors for the new quality assurance processes.
Experiences gained through these trial activities will give you and your staff insight into how the new systems may operate. Your school can use your understandings to plan for transition to the new systems.

31. Next steps Get involved Subscribe to QCAA communications:
Memos
QCAA news for school
New senior assessment update
Keep up-to-date with departmental communications about the new SATE systems: DG’s message and OnePortal
Go to the ‘Publications’ tab on the QCAA website to subscribe to these important information sources.
SATE web pages will soon be published on OnePortal and the Department’s public-facing website. Accessing this information will be a good way to stay up-to-date with the latest information about our support for state schools.
Save these pages to your ‘Favourites’.

32. In closing, I would like to focus for a moment on the moral imperative for this work, that is, every student succeeding.
Today’s masterclass is only the beginning of the work that State Schools (and the Department more broadly) will undertake over the next few years, to support you, your staff, your students and your broader school community to ensure that every student succeeds in the transition to the new systems.