2017 Queensland Core Skills Test · Students should remember to not give multiple responses when...

Retrospective2017 Queensland Core Skills TestShort Response (SR) (Part 2 of 5)

14

Short Response (SR)This year’s SR subtest comprised 14 items across eight units. As students worked through each unit, they interacted with stimulus material, which was chosen to be challenging and engaging. Test developers paid careful attention to framing each item in a way that made it accessible to most students. The SR testpaper comprised units with stimulus material selected from fields such as mathematics, science, geography, history, the social sciences and literature.

This year’s paper was varied in its content, covering a broad range of CCEs. The different tasks included determining numbers of pills/days, comparing temperatures, drawing following instructions, giving instructions, measuring carefully, interpreting quotations, creating an extension to an extract, providing clear explanations, using equipment (drawing compass) and describing how illustrations and ideas are connected.

Model responses and commentaries on student performance

What follows is an item-by-item report that includes model responses and marking schemes, tables and graphs of the distributions of grades, and commentaries that discuss the tasks. At times, references to specific student responses are included to exemplify observations. As much as possible, model responses are actual student responses. Model responses are those that demonstrate a high level of performance and would have been awarded the highest grade.

For some items, especially the more open-ended ones, responses were extremely varied. For these responses it is not possible to provide examples of the many ways students responded. The detailed, item-specific marking schemes indicate the scope of acceptable responses for different grades. Even for the more closed items the marking schemes demonstrate that different ways of perceiving ‘the solution’ were able to gain credit.

Marking schemes

The marking schemes used during the marking operation and included in this section of the Retrospective are not designed to be read in isolation. They are only one element of the marking prescription. During the marking operation, markers undergo rigorous training in how to apply the marking schemes to student responses of one marking unit. The training involves careful consideration and application of the material presented by immersers.

Each marking scheme provides descriptors for up to five creditable grades, as well as the non-contributory grades N (where the response is unintelligible or does not satisfy the requirements of any other grade) and O (where no response has been given).

For organisational purposes during the marking operation, the testpaper units were grouped into five marking units. In 2017, Marking Unit 1 contained testpaper units One and Five, Marking Unit 2 contained testpaper units Two and Eight, Marking Unit 3 contained testpaper unit Three, Marking Unit 4 contained testpaper units Four and Six and Marking Unit 7 contained testpaper unit Seven.

All SR items are double marked. This means that a student’s response booklet is marked by at least 10 different, independent markers. Referee marking also occurs when necessary.

| Retrospective 2017 QCS Test

SR 2017 summary

Note: CCEs specific to an item are listed on the item’s marking scheme.The baskets into which CCEs are grouped are shown in Appendix 3.

Unit Item Basket Common Curriculum Elements by unit

OneSwings

1 5 Interpreting the meaning of … illustrations10 Using vocabulary appropriate to a context 29 Contrasting

TwoHolidays

2 16 Calculating with or without calculators37 Applying a progression of steps to achieve the required answer

ThreeCards

3 10 Using vocabulary appropriate to a context26 Explaining to others27 Expounding a viewpoint28 Empathising29 Comparing31 Interrelating ideas …41 Hypothesising

4

FourLaces

5 7 Translating from one form to another17 Estimating numerical magnitude29 Comparing32 Deducing37 Applying a progression of steps to achieve the required answer49 Perceiving patterns51 Identifying shapes in two and three dimensions60 Sketching/drawing

6

FivePlough

7 28 Empathising31 Interrelating 43 Analysing

SixColdest

8 16 Calculating with or without calculators29 Comparing37 Applying a progression of steps to achieve the required answer44 Synthesising52 Searching and locating … information57 Manipulating/operating/using equipment

9

SevenMeeting

10 10 Using vocabulary appropriate to a context21 Structuring … extended written text26 Explaining to others28 Empathising43 Analysing48 Justifying50 Visualising

11

EightWheat

12 16 Calculating with or without calculators17 Estimating numerical magnitude19 Substituting in formulae20 Setting out/presenting/arranging/displaying32 Reaching a conclusion which is necessarily true provided a given set of

assumptions is true37 Applying a progression of steps to achieve the required answer45 Judging

13

14

15Queensland Curriculum & Assessment Authority |

16

Unit OneThe item in this unit is based on three different interpretations of a swing.

The following table shows the percentage of responses awarded the various grades for the item in this unit.

Item 1

Commentary

Item 1 is a two-star item that tested achievement in CCEs 5 Interpreting the meaning of … illustrations, 10 Using vocabulary appropriate to a context and 29 Contrasting.

This item required students, for each interpretation of the swing, to give one adjective that would distinguish that swing from the other two and would capture an essential quality of the particular swing. Students were directed to use unhyphenated adjectives. The cue instructed students to choose each adjective carefully and to use words that would distinguish each swing from the others.

An A-grade response needed to provide three adjectives. The adjectives could not be words that were hyphenated words nor should be hyphenated. Each adjective had to describe a distinguishing characteristic of a swing. For the customer swing, such characteristics as simple, traditional or basic could be described. For the salesperson swing, such characteristics as elaborate, comfortable or lavish and for the engineer swing, sturdy, durable or strong characteristics could be described.

Some responses showed that the focus was on the illustration of the swings rather than the 'interpretation' proffered by the illustrations. This led to responses such as 'detailed' for the engineer swing interpretation which only focused on the illustration that provided labels and structural details rather than the interpretation of the swing.

Students should remember to not give multiple responses when the instruction is to give a single response. In this item, responses where more than one word was given for a swing could not gain credit for that swing.

Model response

A B C D E N O

Item 1 10.6 10.5 53.9 24.1 1.0

A shaded box indicates that the grade was not available for that item.

A B C N O

100%

the ‘customer’ swing is: ......................................................................

the ‘salesperson’ swing is: ....................................................................

the ‘engineer’ swing is: .......................................................................

simple

elaborate

sturdy


UN

IT O

NE

ITEM

1

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 1

of 2

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

5In

terp

retin

g th

e m

eani

ng o

f � il

lust

ratio

ns

10U

sing

voc

abul

ary

appr

opri

ate

to a

con

text

29C

ontr

astin

g

C

The

res

pons

e pr

ovid

es T

WO

diff

eren

t adj

ectiv

es/w

ords

.

Eac

h of

whi

ch

�de

scri

bes a

cha

ract

eris

tic o

f the

par

ticul

ar sw

ing

�is

a si

ngle

wor

d th

at is

not

hyp

hena

ted

nor

shou

ld b

e hy

phen

ated

.

A

The

res

pons

e pr

ovid

es T

HR

EE

diff

eren

t adj

ectiv

es.

Eac

h of

whi

ch

�de

scri

bes a

dis

tingu

ishi

ng ch

arac

teri

stic

of t

he p

artic

ular

sw

ing

�is

a si

ngle

wor

d th

at is

not

hyp

hena

ted

nor

shou

ld b

e hy

phen

ated

.

B

The

res

pons

e pr

ovid

es T

HR

EE

diff

eren

t adj

ectiv

es/w

ords

.

Eac

h of

whi

ch

�de

scri

bes a

cha

ract

eris

tic o

f the

par

ticul

ar sw

ing

�is

a si

ngle

wor

d th

at is

not

hyp

hena

ted

nor

shou

ld b

e hy

phen

ated

.

Not

es:

1.C

hara

cter

istic

s of t

he sw

ings

incl

ude,

for

exam

ple:

�

for

the

�cus

tom

er� s

win

g �

sim

ple,

trad

ition

al, b

asic

�fo

r th

e �s

ales

pers

on� s

win

g �

ela

bora

te, c

omfo

rtab

le, l

avis

h�

for

the

�eng

inee

red�

swin

g �

stur

dy, d

urab

le, s

tron

g.

2.A

ny sp

ellin

g er

ror

in a

wor

d m

ust b

e m

inor

, tha

t is,

the

wor

d m

ust b

e un

ambi

guou

sly

reco

gnis

able

.

3.T

he a

djec

tive

or w

ord

mus

t des

crib

e th

e sw

ing,

not

the

illus

trat

ion

nor

a pa

rt o

f the

swin

g/s.

For

exam

ple

the

follo

win

g ar

e ad

ject

ives

/wor

ds th

at w

ould

not

be

cred

itabl

e: �r

ound

� ref

ers t

o th

e sh

ape

of th

e ty

re; �

blue

� ref

ers t

o th

e co

lour

of t

he c

hair

; �w

oode

n� r

efer

s to

the

seat

of t

he sw

ing

not t

he w

hole

swin

g, a

nd �d

etai

led�

ref

ers t

o th

e en

gine

er�s

dra

win

g of

the

swin

g no

t the

swin

g its

elf.

4.W

here

mor

e th

an o

ne a

djec

tive/

wor

d is

pro

vide

d in

the

resp

onse

spac

e fo

r a

swin

g, th

e en

try

gain

s no

cred

it.

5.W

here

mor

e th

an o

ne a

djec

tive/

wor

d is

use

d in

the

form

of a

�com

para

tive�

or

�sup

erla

tive�

, non

e of

the

adje

ctiv

es/w

ords

in th

is fo

rm c

an b

e us

ed to

gai

n cr

edit.

6.A

n ad

ject

ive/

wor

d fo

rmed

by

addi

ng a

pre

fix o

r su

ffix

to a

n ad

ject

ive/

wor

d al

read

y us

ed, c

anno

t be

used

to g

ain

cred

it in

add

ition

to th

e �b

ase�

adj

ectiv

e/w

ord.

7.A

djec

tives

/wor

ds d

eriv

ed fr

om th

e ite

m it

self,

for

exam

ple,

eng

inee

red

and

func

tiona

l can

not b

e us

ed to

gai

n cr

edit.

Mod

el R

espo

nse:

the

�cus

tom

er� s

win

g is

: sim

ple

the

�sal

espe

rson

� sw

ing

is: e

labo

rate

the

�eng

inee

r� sw

ing

is: s

turd

y

Las

t Pag

e C

ount


18

Unit TwoThe item in this unit is based on managing the number of pills required.


Item 2

Item 2 is a three-star item that tested achievement in CCEs 37 Applying a progression of steps to achieve the required answer and 16 Calculating with or without calculators.

This item presented students with information about Grant’s holiday plans and the three types of pills he takes. It required students, in part I, to determine the number of each type of pill he has before he goes on holidays and, in part II, to determine how many days' worth of each pill he would have remaining on the last day of his holidays.

An A-grade response needed to provide the numbers 20, 34 and 10 for the number of pills in the appropriate cells in part l and 6, 3 and 6 for the number of days in the appropriate cells in part ll.

The working in some responses indicated that the stimulus was not read and considered carefully enough, e.g. using 45 or 47 as the number of days until Grant goes on holidays. The different dosages of the pills were clearly shown in the table in the introduction but at times these were not taken into account in a response. This item is an example of problem-solving where drawing a diagram/timeline would most likely have assisted in keeping the information organised. While working was not required to be shown, sufficient white space was provided for notes or diagrams.

Students should remember to read an item carefully and pay attention to details to ensure they answer the question asked. In this item some responses to part II gave the number of pills instead of number of days. Care should also be taken to provide answers in the appropriate spaces when directed to do so.

A B C D E N O

Item 2 11.3 5.3 29.1 15.3 37.4 1.6


DA B C N O

100%


Model response

I. On the day before he begins his holidays and after taking his pills for that day, Grant checks how many pills he has. Find the number of each type of pill he has and complete the table.

II. Determine how many days’ worth of each of his pills Grant would have remaining on the last day of his holidays after taking that day’s pills. Complete the table.

type of pill number of pills

A

B

C

type of pill number of days

A

B

C

20

34

10

6

3

6


20

UN

IT T

WO

ITEM

2

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 1

of 5

N

Res

pons

e is

uni

ntel

ligib

le o

r do

es n

ot sa

tisfy

the

requ

irem

ents

for

any

othe

r gr

ade.

O

No

resp

onse

has

bee

n m

ade

at

any

time.

37A

pply

ing

a pr

ogre

ssio

n of

step

s to

achi

eve

the

requ

ired

ans

wer

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

resp

onse

pro

vide

s TH

RE

E

corr

ect n

umbe

rs in

the

appr

opri

ate

cells

in th

e ta

bles

.

OR

The

res

pons

e, b

ased

on

the

num

ber

of p

ills f

or A

, B, C

in

part

I, p

rovi

des f

or p

art I

I

no. o

f day

s

A�1

4

half

B�1

4

doub

le C

�14

A

The

res

pons

e pr

ovid

es

for

part

I

no. o

f pill

s

20 34 10

and

for

part

II

no. o

f day

s

6 3 6

B

The

resp

onse

pro

vide

s FIV

E co

rrec

t nu

mbe

rs in

the

appr

opri

ate

cells

in

the

tabl

es.

OR

The

res

pons

e pr

ovid

es

for

part

I

no. o

f pill

s

21 36 10.5

and

for p

art I

I

no. o

f day

s

7 4 7

OR

The

res

pons

e pr

ovid

esfo

r pa

rt I

no. o

f pill

s

19 32 9.5

and

for

part

II

no. o

f day

s

5 2 5

D

The

res

pons

e pr

ovid

es T

WO

cor

rect

num

bers

in

the

appr

opri

ate

cells

in th

e ta

bles

.

OR

The

resp

onse

, bas

ed o

n th

e num

ber o

f pill

s for

A, B

or

C in

par

t I, p

rovi

des f

or p

art I

I, T

WO

of

no. o

f day

s

A�1

4

half

B�14

doub

le C

�14

OR

The

res

pons

e pr

ovid

es fo

r pa

rt I

no. o

f pill

s

21 36 10.5

no. o

f pill

s

19 32 9.5

OR

OR

The

res

pons

e pr

ovid

es fo

r pa

rt II

no. o

f day

s

7 4 7

no. o

f day

s

5 2 5

OR

Not

es:

1.Fo

r th

e re

spon

se to

gai

n cr

edit

the

valu

es m

ust b

e sh

own

in th

e ap

prop

riat

e ce

lls in

the

tabl

es.

2.O

nly

num

bers

gre

ater

than

zer

o ca

n be

giv

en c

redi

t.

Mod

el R

espo

nse:

I. II.ty

pe o

f pill

num

ber o

f pill

s

A2

0

B3

4

C1

0

type

of p

illnu

mbe

r of d

ays

A6

B3

C6

Las

t Pag

e C

ount


Unit ThreeThe items in this unit are loosely based on an adaptation of a game played with a set of illustrated cards.

The following table shows the percentage of responses awarded the various grades for the items in this unit.

Item 3

Commentary

Item 3 is a three-star item that tested achievement in CCEs 28 Empathising, 26 Explaining to others and 10 Using vocabulary appropriate to a context.

This item required students to associate the illustration on a card with the idea of fragile personalities and to give an explanation to support this by making direct links between two elements of the illustration and the idea.

An A-grade response needed to clearly identify two elements of the illustration and use these elements to describe how 'fragile personalities' was associated with the illustration. ‘Fragile personalities’ was interpreted in many different ways.

Interpretations were made by combining notions of fragility with notions of personality. Responses did not need to state the interpretation/s explicitly, but had to make clear how the illustration was associated with the interpretation.

Some responses indicated that elements could be identified but instead of associating them with the full idea of fragile personalities they were in many cases only associated with part of the idea; that is, only ‘fragile’ or ‘personalities’.

Students should ensure that each step of an explanation is clear, specific and logical. Responses should not rely on the reader to infer what was meant. Students should be wary of glossing over steps in explanations and assuming that readers are privy to their thoughts. Students should also avoid rewording and rewriting the stem as the first sentence of a response as this uses up time and response area space.

A B C D E N O

Item 3 7.1 14.5 30.2 37.0 9.6 1.6

Item 4 5.4 19.1 39.7 17.1 7.9 4.4 6.3


DA B C N O

100%


22

Model response

The illustration on the card below has been associated with the idea of fragile personalities. Give an explanation to support how the illustration is associated with this idea. Make direct links between two elements of the illustration and the idea.

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

The idea of fragile personalities may be associated

with this image due to its use of mirrors on heads.

The face and head is the main source of one’s

personality. Mirrors, which are very easily broken

and fragile, have been used in place of the faces of

the two figures. Continuing this reading of

personality the mirrors also allow the figures to

shield their uncertainty from the world as they

reflect others in order to conform to society.


UN

IT T

HR

EEIT

EM 3

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 1

of 2

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

28E

mpa

this

ing

26E

xpla

inin

g to

oth

ers

10U

sing

voc

abul

ary

appr

opri

ate

to a

con

text

C

The

res

pons

e cl

earl

y id

entif

ies T

WO

el

emen

ts.

Eac

h of

thes

e ele

men

ts is

use

d to

do

any

one

of th

e fo

llow

ing

�de

scri

be h

ow �f

ragi

le� i

s ass

ocia

ted

with

th

e ill

ustr

atio

n

OR

�de

scri

be h

ow �p

erso

nalit

y� is

ass

ocia

ted

with

the

illus

trat

ion

OR

�su

gges

t how

�fra

gile

per

sona

litie

s� is

as

soci

ated

with

the

illus

trat

ion.

A

The

res

pons

e cl

earl

y id

entif

ies T

WO

el

emen

ts.

The

ele

men

ts a

re u

sed

to

�de

scri

be h

ow �f

ragi

le p

erso

nalit

ies�

is

asso

ciat

ed w

ith th

e ill

ustr

atio

n.

B

The

res

pons

e cl

earl

y id

entif

ies O

NE

el

emen

t.

The

ele

men

t is u

sed

to

�de

scri

be h

ow �f

ragi

le p

erso

nalit

ies�

is

asso

ciat

ed w

ith th

e ill

ustr

atio

n.

D

The

res

pons

e cl

earl

y id

entif

ies O

NE

el

emen

t.

Thi

s ele

men

t is u

sed

to d

o an

y on

e of

the

follo

win

g

�de

scri

be h

ow �f

ragi

le� i

s ass

ocia

ted

with

the

illus

trat

ion

OR

�de

scri

be h

ow �p

erso

nalit

y� is

as

soci

ated

with

the

illus

trat

ion

OR

�su

gges

t how

�fra

gile

per

sona

litie

s� is

as

soci

ated

with

the

illus

trat

ion.

Mod

el R

espo

nse:

The

idea

of f

ragi

le p

erso

nalit

ies m

ay b

e as

soci

ated

with

this

imag

e du

e to

its u

se o

f mir

rors

on

head

s. T

he fa

ce a

nd h

ead

is th

e m

ain

sour

ce o

f one

�s p

erso

nalit

y. M

irro

rs, w

hich

are

ver

y ea

sily

br

oken

and

frag

ile, h

ave

been

use

d in

pla

ce o

f the

face

s of t

he tw

o fig

ures

. Con

tinui

ng th

is r

eadi

ng

of p

erso

nalit

y th

e m

irro

rs a

lso

allo

w th

e fig

ures

to sh

ield

thei

r un

cert

aint

y fr

om th

e w

orld

as t

hey

refle

ct o

ther

s in

orde

r to

con

form

to so

ciet

y.

Not

es:

1.�F

ragi

le� m

ay b

e un

ders

tood

by

cons

ider

ing

notio

ns su

ch a

s eas

ily b

roke

n/sh

atte

red/

dam

aged

, del

icat

e, b

ritt

le, f

rail,

insu

bsta

ntia

l, un

stab

le, u

nste

ady,

wea

k, v

ulne

rabl

e, n

ot r

esili

ent,

unce

rtai

n, in

secu

re, e

asily

sway

ed/c

hang

ed, d

efen

sive

, uns

ure.

2.�P

erso

nalit

y� m

ay b

e un

ders

tood

by

cons

ider

ing

notio

ns su

ch a

s the

men

tal/e

mot

iona

l/soc

ial c

hara

cter

istic

s of a

n in

divi

dual

, per

sona

l ide

ntity

, qua

lity

of b

eing

a p

erso

n, se

nse

of se

lf, e

go,

bein

g fa

mou

s, ha

ving

stat

us, b

eing

a c

eleb

rity

or

lead

er, b

eing

uni

que/

diff

eren

t.

3.Fo

r th

e pu

rpos

es o

f thi

s mar

king

sche

me

an e

lem

ent i

s und

erst

ood

to b

e an

ele

men

t of t

he il

lust

ratio

n w

ithin

Item

3.

4.To

�des

crib

e ho

w�,

the

resp

onse

mus

t cla

rify

, i.e

. no

gaps

nee

d to

be

fille

d by

the

read

er in

ord

er to

fully

und

erst

and.

To �s

ugge

st h

ow�,

the

resp

onse

mus

t pre

sent

eno

ugh

info

rmat

ion

to p

rovi

de th

e gi

st, g

aps a

re fi

lled

by th

e re

ader

to �g

et� w

hat i

s mea

nt.

5.A

n A

-gra

de r

espo

nse

may

eith

er:

�us

e tw

o el

emen

ts se

para

tely

to d

escr

ibe

how

two

diff

eren

t int

erpr

etat

ions

of �

frag

ile p

erso

nalit

ies�

are

ass

ocia

ted

with

the

illus

trat

ion

or

�us

e tw

o el

emen

ts to

geth

er to

des

crib

e ho

w o

ne in

terp

reta

tion

of �f

ragi

le p

erso

nalit

ies�

is a

ssoc

iate

d w

ith th

e ill

ustr

atio

n.

6.W

here

mor

e el

emen

ts th

an r

equi

red

are

used

in a

res

pons

e, e

.g. t

hree

ele

men

ts a

re u

sed,

rea

d th

e w

hole

res

pons

e an

d gi

ve th

e be

st g

rade

for

whi

ch th

e re

spon

se is

elig

ible

.

7.A

cre

dita

ble

resp

onse

is n

ot in

cons

iste

nt w

ith a

rea

sona

ble

read

ing

of th

e ill

ustr

atio

n an

d re

ason

able

inte

rpre

tatio

n/s o

f �fr

agile

�, �p

erso

nalit

y�, �

frag

ile p

erso

nalit

ies�

.

Las

t Pag

e C

ount


24

Item 4

Commentary

Item 4 is a five-star item that tested achievement in CCEs 41 Hypothesising, 29 Comparing, 31 Interrelating ideas … and 27 Expounding a viewpoint.

This item required students to study the illustrations on two cards, looking for connections between the illustrations. They needed to come up with an idea based on those connections. Students had to elaborate on three connections the illustrations on the cards had with each other. The cue directed students to state their idea and refer to both illustrations in their response.

An A-grade response needed to use both cards and provide three connections. It also needed to state the idea, provide details about both illustrations for each of the three connections and recognise symbolism. The three connections needed to work together to support the one idea.

In some responses there was no elaboration of the connections, i.e. not enough detail about the parts of the cards and what they symbolised. Some responses did not recognise the important distinction between ‘connection’ and ‘idea’ as detailed in the introductory information. This misconception resulted in some responses elaborating on many isolated connections and ideas between the illustrations, rather than using connections together to support one idea.

Students should, for each item, read the introduction and stem carefully. Making notes or highlighting key information might be helpful. In this item, the word ‘elaborate’ meant that the connections had to be fully explained with supporting details for each of the connections.

DA B C N O

100%

E


Model response

.........................................................................................

.........................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

State your idea.

Refer to both illustrations.

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

The two illustrations are associated with the idea that all civilisations will

inevitably fall.

The first connection between the two is the ancient systems being shown. On card A it is

the Ancient Grecian style building and on card B it is a typical monarchy with kings and

queens. This links to the main idea by showing classical systems that are rarely in use in

modern times.

The second connection is the instability of the structures. Card A shows an hourglass,

clearly showing an inevitable destruction. To further this the buildings are made of sand,

showing that they might collapse at any moment. Card B demonstrates similar ideas with

a house of cards that could easily fall over or be destroyed. This supports the idea of the

instability of civilisations, that they have no strong grounding.

The third connection is an omen of destruction evident in the bottom of the illustrations.

In card A this is a crack on the bottom of the hourglass slowly letting the sand leak out.

On card B this is shown by a cunning Jack who appears to be plotting something devious.

These show the idea that civilisations are often brought down from below by things that

inconspicuously leach away at the foundations of society.


26

UN

IT T

HR

EEIT

EM 4

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 2

of 2

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

41H

ypot

hesi

sing

29C

ompa

ring

31In

terr

elat

ing

idea

s �27

Exp

ound

ing

a vi

ewpo

int

C

The

res

pons

e us

es b

oth

card

s an

d

�pr

ovid

es O

NE

con

nect

ion

�su

gges

ts a

n id

ea�

prov

ides

det

ails

abo

ut b

oth

illus

trat

ions

for

that

co

nnec

tion

�re

cogn

ises

sym

bolis

m.

The

con

nect

ion

supp

orts

the

sugg

este

d id

ea.

A

The

res

pons

e us

es b

oth

card

s an

d

�pr

ovid

es T

HR

EE

con

nect

ions

�st

ates

the

idea

�pr

ovid

es d

etai

ls a

bout

bot

h ill

ustr

atio

ns fo

r ea

ch o

f the

th

ree

conn

ectio

ns

�re

cogn

ises

sym

bolis

m.

The

TH

RE

E c

onne

ctio

ns w

ork

toge

ther

to su

ppor

t the

one

idea

.

B

The

res

pons

e us

es b

oth

card

s an

d

�pr

ovid

es T

WO

con

nect

ions

�su

gges

ts a

n id

ea�

prov

ides

det

ails

abo

ut b

oth

illus

trat

ions

for

each

of t

he

two

conn

ectio

ns

�re

cogn

ises

sym

bolis

m.

The

TW

O c

onne

ctio

ns w

ork

toge

ther

to su

ppor

t the

su

gges

ted

idea

.

D

The

res

pons

e us

es b

oth

card

s an

d

�pr

ovid

es T

WO

con

nect

ions

�su

gges

ts a

ppro

pria

te id

ea/s

�su

gges

ts h

ow ea

ch o

f the

conn

ectio

ns

has r

elev

ance

to th

e id

ea/s

.

OR

The

res

pons

e, fo

r on

e ca

rd,

�st

ates

an

idea

�

prov

ides

det

ails

to sh

ow h

ow tw

o el

emen

ts o

f the

illu

stra

tion

rela

te

that

car

d to

the

idea

.

E

The

res

pons

e us

es b

oth

card

s an

d

�pr

ovid

es O

NE

con

nect

ion

�su

gges

ts a

ppro

pria

te id

ea�

sugg

ests

how

the

conn

ectio

n ha

s rel

evan

ce to

the

idea

.

OR

The

res

pons

e, fo

r on

e ca

rd,

�st

ates

an

idea

�

prov

ides

det

ails

to sh

ow h

ow o

ne

elem

ent o

f the

illu

stra

tion

rela

tes

that

car

d to

the

idea

.

Mod

el R

espo

nse:

The

two

illus

trat

ions

are

ass

ocia

ted

with

the

idea

that

all

civi

lisat

ions

will

inev

itabl

y fa

ll.

The

firs

t con

nect

ion

betw

een

the

two

is th

e an

cien

t sys

tem

s bei

ng sh

own.

On

card

A it

is th

e A

ncie

nt G

reci

an st

yle

build

ing

and

on c

ard

B it

is a

typi

cal m

onar

chy

with

kin

gs a

nd q

ueen

s. T

his l

inks

to th

e m

ain

idea

by

show

ing

clas

sica

l sys

tem

s tha

t are

rar

ely

in u

se in

mod

ern

times

.T

he se

cond

con

nect

ion

is th

e in

stab

ility

of t

he st

ruct

ures

. Car

d A

show

s an

hour

glas

s, cl

earl

y sh

owin

g an

inev

itabl

e de

stru

ctio

n. T

o fu

rthe

r th

is th

e bu

ildin

gs a

re m

ade

of sa

nd, s

how

ing

that

they

mig

ht c

olla

pse

at a

ny m

omen

t. C

ard

B de

mon

stra

tes s

imila

r id

eas w

ith a

hou

se o

f car

ds th

at c

ould

eas

ily fa

ll ov

er o

r be

des

troy

ed. T

his s

uppo

rts t

he id

ea o

f the

inst

abili

ty o

f civ

ilisa

tions

, tha

t the

y ha

ve n

o st

rong

gro

undi

ng.

The

thir

d co

nnec

tion

is a

n om

en o

f des

truc

tion

evid

ent i

n th

e bo

ttom

of t

he il

lust

ratio

ns. I

n ca

rd A

this

is a

cra

ck o

n th

e bo

ttom

of t

he h

ourg

lass

slow

ly le

ttin

g th

e sa

nd le

ak o

ut. O

n ca

rd B

this

is sh

own

by a

cu

nnin

g Ja

ck w

ho a

ppea

rs to

be

plot

ting

som

ethi

ng d

evio

us. T

hese

show

the

idea

that

civ

ilisa

tions

are

oft

en b

roug

ht d

own

from

bel

ow b

y th

ings

that

inco

nspi

cuou

sly

leac

h aw

ay a

t the

foun

datio

ns o

f soc

iety

.

Not

es:

1.A

con

nect

ion

is a

link

bet

wee

n C

ard

A a

nd C

ard

B.

2.Fo

r th

e A

-gra

de o

nly

the

stat

ed id

ea c

anno

t be

frag

ile/fr

agili

ty, p

erso

nalit

ies,

frag

ile p

erso

nalit

ies,

esca

pism

/esc

ape.

3.Fo

r th

e pu

rpos

es o

f thi

s mar

king

sche

me,

sym

bolis

m is

the

use

of so

met

hing

from

car

d A

and

/or

card

B to

con

vey

extr

a m

eani

ng.

4.Su

gges

ts m

eans

the

resp

onse

pre

sent

s eno

ugh

info

rmat

ion/

evid

ence

to p

rovi

de th

e gi

st, g

aps a

re fi

lled

by th

e re

ader

to �g

et� w

hat i

s mea

nt.

Las

t Pag

e C

ount


Unit FourThe items in this unit are based on different methods for lacing shoes.


Item 5

Commentary

Item 5 is a three-star item that tested achievement in CCEs 51 Identifying shapes in two and three dimensions, 29 Comparing, 17 Estimating numerical magnitude and 32 Deducing.

This item comprised two parts. In part I, students were required to circle number/s to show which lacing diagrams matched three different scenarios. In part II, students had to demonstrate and explain which of two lacing methods would require more lace. This was to be done without measuring. The cue directed students to refer to features of both lacing diagrams.

An A-grade response for part I needed to have the correct response to each of the three scenarios; in part II, a correct comparative statement and correct reasoning to support the statement needed to be provided.

Some responses did not give specific enough information about the nature of the difference in the two lacing methods, i.e. they have the same features except for one diagram having two diagonal sections and the other having two vertical sections. Some responses also stated that diagonals were longer than verticals but did not refer to a right-angled triangle or a rectangle to confirm the statement.

Students should carefully consider whether their explanation fully establishes the validity of their reasoning. Nothing is ‘obviously’ or ‘clearly’ longer, brighter, sharper unless the argument in words, numbers or diagrams makes it so.

A B C D E N O

Item 5 1.4 32.7 39.8 14.0 11.0 1.1

Item 6 5.2 22.3 25.8 22.5 17.7 3.7 2.8


DA B C N O

100%


| Retrospective 2017 QCS Test28

Model response

I. For each of (a), (b) and (c), indicate which lacing method/s match the description given. Circle the relevant figure number/s. (Figure 1 is not included as it has been labelled.)

II. The gap lacing method (Figure 1) and the display lacing method (Figure 2) are to be used to lace shoes that have the same number of eyelet pairs as in the lacing diagrams. The laces will be tightened so that the space between the eyelet flaps is the same for both methods.

Without measuring, clearly demonstrate and explain which of these two lacing methods would require more lace.

..............................................................................................

..............................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

(a) The lacing method/s in which all three of diagonal, horizontal and vertical sections of lace are used.

(b) The lacing method/s in which any vertical sections of lace are hidden from view.

(c) The lacing method/s not able to be used on a shoe with an odd number of eyelet pairs.

Refer to features of both lacing diagrams.

Figure 1 has 8 diagonal, 2 vertical and one horizontal lace sections.

Figure 2 has 10 diagonal and one horizontal lace sections. The difference

between the two lacing methods is 2 diagonals to be compared with 2 vertical sections.

In a right-angled triangle, with horizontal, vertical and diagonal sides, the diagonal is always

the longest. The two diagonals in Figure 2 are longer than the two verticals in Figure 1.

Therefore Figure 2, display lacing, requires more lace.


UN

IT F

OU

RIT

EM 5

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 1

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

51Id

entif

ying

shap

es in

two

and

thre

e di

men

sion

s 29

Com

pari

ng

17E

stim

atin

g nu

mer

ical

mag

nitu

de

32D

educ

ing

C

The

res

pons

e pr

ovid

es

for

part

I

�co

rrec

t ans

wer

s for

all

THR

EE

of (

a) (b

) (c)

.

OR

The

res

pons

e pr

ovid

es

for

part

I

�co

rrec

t ans

wer

for

ON

E o

f (a)

(b) (

c)

for

part

II

�a

corr

ect c

ompa

rativ

e st

atem

ent

�id

entif

ies t

he d

iffer

ence

bet

wee

n th

e la

cing

m

etho

ds.

OR

The

res

pons

e pr

ovid

es

for

part

II

�a

corr

ect c

ompa

rativ

e st

atem

ent

�re

ason

ing

to su

ppor

t the

com

para

tive

stat

emen

t.

A

The

res

pons

e pr

ovid

es

for

part

I

�co

rrec

t ans

wer

s for

all

TH

RE

E o

f (a)

(b) (

c)

for

part

II

�a

corr

ect c

ompa

rativ

e st

atem

ent

�fu

ll re

ason

ing

to su

ppor

t the

com

para

tive

stat

emen

t.

The

rea

soni

ng p

rovi

ded

does

not

dep

end

on

spec

ific

mea

sure

men

ts.

B

The

res

pons

e pr

ovid

es

for

part

I

�co

rrec

t ans

wer

s for

TW

O o

f (a)

(b) (

c)

for

part

II

�a

corr

ect c

ompa

rativ

e st

atem

ent

�re

ason

ing

to su

ppor

t the

com

para

tive

stat

emen

t.

The

reas

onin

g pr

ovid

ed d

oes n

ot d

epen

d on

spec

ific

mea

sure

men

ts.

D

The

res

pons

e pr

ovid

es

for

part

I

�co

rrec

t ans

wer

s for

TW

O o

f (a)

(b) (

c).

OR

The

res

pons

e pr

ovid

es

for

part

I

�co

rrec

t ans

wer

for

ON

E of

(a) (

b) (c

)

for

part

II

�a

corr

ect c

ompa

rativ

e st

atem

ent.

Not

es:

1.R

easo

ning

to su

ppor

t the

cor

rect

com

para

tive

stat

emen

t m

ust i

dent

ify th

at th

e di

ffere

nce

betw

een

the

laci

ng

met

hods

is th

at th

e di

spla

y la

cing

(Fig

ure

2) h

as tw

o di

agon

als w

here

the

gap

laci

ng (F

igur

e 1)

has

two

vert

ical

s an

d th

e di

agon

als a

re lo

nger

than

the

vert

ical

s.

2.Fo

r an

A-g

rade

, ful

l rea

soni

ng to

supp

ort t

he c

orre

ct

com

para

tive

stat

emen

t mus

t be

�rea

soni

ng� t

hat a

lso

uses

th

e pr

oper

ties o

f a r

ight

-ang

led

tria

ngle

or

rect

angl

e to

co

nfir

m th

at a

dia

gona

l is l

onge

r th

an a

ver

tical

.

Mod

el R

espo

nse:

I.

(a)

(b)

(c)

II.

Figu

re 1

has

8 d

iago

nal,

2 ve

rtic

al a

nd o

ne h

oriz

onta

l lac

e se

ctio

ns. F

igur

e 2

has

10 d

iago

nal a

nd o

ne h

oriz

onta

l lac

e se

ctio

ns. T

he d

iffer

ence

bet

wee

n th

e tw

o la

cing

met

hods

is 2

dia

gona

ls to

be

com

pare

d w

ith 2

ver

tical

sect

ions

.In

a r

ight

-ang

led

tria

ngle

, with

hor

izon

tal,

vert

ical

and

dia

gona

l sid

es, t

he

diag

onal

is a

lway

s the

long

est.

The

two

diag

onal

s in

Figu

re 2

are

long

er th

an th

e tw

o ve

rtic

als i

n Fi

gure

1. T

here

fore

Fig

ure

2, d

ispl

ay la

cing

, req

uire

s mor

e la

ce.

Las

t Pag

e C

ount

30

Item 6

Commentary

Item 6 is a four-star item that tested achievement in CCEs 7 Translating one form to another, 37 Applying a progression of steps to achieve the required answer, 49 Perceiving patterns and 60 Sketching and drawing.

In this item, part I required students to interpret written instructions presented in a series of steps and to represent these on a lacing diagram provided for them. The cue directed students to use pencils and details similar to those in the lacing diagrams provided. Part II of the item required students to study a diagram of a lacing method and to write concise instructions for how to create it using structure and language consistent with the lacing instructions given in part I of the item.

The cue directed students to use ‘repeat step …’ where possible and to use written instructions only.

An A-grade response for part I needed to provide a lacing diagram showing all fifteen identified features of the lacing method with no additional lace sections. There had to be no additional annotation on the diagram. For part II, the response needed to provide stand-alone instructions that described all ten features of the lacing method and to show correct use of ‘repeat step …’ at least once. The response had to use structure and language consistent with the instructions given in part I.

For part I, some responses showed diagrams where the lacing began at the top eyelet pair. A statement in the introduction indicated that all lacing methods begin at the bottom eyelet pair and that the path of the lace is always upwards. The part of the cue that required the use of details similar to the lacing diagrams given was not attended to correctly, with some responses using continuous lines or full colour to represent both visible and hidden lace sections on the diagram.

For part II, the instructions for correct positioning of the laces in the diagonal sections — lace A over lace B — and the instructions for threading the lace through the eyelets either up or down were not made clear or were given incorrectly.

Students should read the stem and cue/s of an item carefully, preferably more than once, to identify what they are being asked to do, the information they have been given and its relevance to the problem before beginning the response. Students should remember to read their response and check that it makes sense.

DA B C N O

100%

E



Model response

I. Draw, on the lacing diagram provided, the path of the lace for the lacing method described by the instructions. Do not annotate the diagram further.

step 1. Thread lace end down through the bottom eyelet on the appropriate side and lace end down through the bottom eyelet on the other side.

step 2. Using lace end , run it vertically underneath eyelet flap so it is hidden from view. Thread it up through the top-most eyelet on the same side.

step 3. Using lace end , run it vertically underneath eyelet flap so it is hidden from view. Thread it up through the very next eyelet.

step 4. Run the lace end horizontally to the eyelet across from it. Thread the lace end down through the eyelet.

step 5. Repeat steps 3 and 4 until the lace end is threaded up through a top-most eyelet.

Use pencil/s.

Your diagram should use details similar to those in the lacing diagrams given.


II. Look carefully at the lacing diagram below and consider the path of the lace.

Write a set of concise instructions to describe the lacing method shown in the diagram. Use structure and language consistent with the instructions on the opposite page. Do not refer to colours or annotate the diagram further.

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...........................................................................................................

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...........................................................................................................

...........................................................................................................

Use ‘repeat step …’ where possible.

Present only written instructions. Do not supplement with any sketches or arrows.

Step 1.

Step 2.

Step 3.

Step 4.

Step 5.

Step 6.

Thread lace end A up through the bottom eyelet on the appropriate side and lace

end B up through the bottom eyelet on the other side.

Using lace end B run it diagonally underneath the eyelet flap. Thread it up through

next available eyelet on the other side.

Repeat step 2 using lace end A.

Using lace end B, run it vertically over the eyelet flap so that it is visible. Thread it

down through the very next eyelet.

Repeat step 4 using lace end A.

Repeat steps 2 and 3.

UN

IT F

OU

RIT

EM 6

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 2

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

49Pe

rcei

ving

pat

tern

s 60

Sket

chin

g/dr

awin

g7

Tran

slat

ing

from

one

form

to a

noth

er37

App

lyin

g a

prog

ress

ion

of st

eps t

o ac

hiev

e th

e re

quir

ed a

nsw

er

C

The

res

pons

e

for

part

I

�pr

ovid

es a

laci

ng d

iagr

am th

at sh

ows

EL

EV

EN

of t

he fe

atur

es o

f the

laci

ng

met

hod.

for

part

II

�pr

ovid

es in

stru

ctio

ns th

at d

escr

ibe

FIV

E

of th

e fe

atur

es o

f the

laci

ng m

etho

d �

uses

som

e st

ruct

ure

and

lang

uage

co

nsis

tent

with

the

inst

ruct

ions

give

n in

par

t I.

OR

11 5*

The

res

pons

e

for

part

I

�pr

ovid

es a

laci

ng d

iagr

am th

at sh

ows a

ll FI

FTEE

N o

f the

feat

ures

of t

he la

cing

m

etho

d

No

addi

tiona

l lac

e se

ctio

ns a

re sh

own.

OR

15* �

The

res

pons

e

for

part

II

�pr

ovid

es st

and-

alon

e in

stru

ctio

ns th

at

desc

ribe

all

TE

N th

e fea

ture

s of t

he la

cing

m

etho

d �

corr

ectly

use

s �re

peat

�� a

t lea

st o

nce

�us

es so

me

stru

ctur

e an

d la

ngua

ge

cons

iste

nt w

ith th

e in

stru

ctio

nsgi

ven

in p

art I

.� 10

*

A

15*

10*

The

res

pons

e

for

part

I

�pr

ovid

es a

laci

ng d

iagr

am

that

show

s all

FIFT

EE

N o

f th

e fe

atur

es o

f the

laci

ng

met

hod

�sh

ows n

o ad

ditio

nal l

ace

sect

ions

�

has n

o ad

ditio

nal a

nnot

atio

n on

the

diag

ram

.

for

part

II

�pr

ovid

es st

and-

alon

e in

stru

ctio

ns th

at d

escr

ibe

all

TE

N o

f the

feat

ures

of t

he

laci

ng m

etho

d �

corr

ectly

use

s �re

peat

�� a

t le

ast o

nce

�us

es st

ruct

ure

and

lang

uage

co

nsis

tent

with

the

inst

ruct

ions

giv

en in

par

t I.

No

addi

tiona

l ins

truc

tions

are

pr

ovid

ed.

B

The

res

pons

e

for

part

I

�pr

ovid

es a

laci

ng d

iagr

am

that

show

s TH

IRT

EE

N o

f th

e fe

atur

es o

f the

laci

ng

met

hod.

for

part

II

�pr

ovid

es st

and-

alon

e in

stru

ctio

ns th

at d

escr

ibe

SEV

EN

of t

he fe

atur

es o

f the

la

cing

met

hod

�co

rrec

tly u

ses �

repe

at �

� at

leas

t onc

e�

uses

som

e st

ruct

ure

and

lang

uage

con

sist

ent w

ith th

e in

stru

ctio

ns g

iven

in p

art I

.

13

7*

D

The

res

pons

e

for

part

I

�pr

ovid

es a

laci

ng d

iagr

am th

at

show

s NIN

E o

f the

feat

ures

of

the

laci

ng m

etho

d.

OR

9 �

The

res

pons

e

for

part

II

�pr

ovid

es in

stru

ctio

ns th

at

desc

ribe

FIV

E o

f the

feat

ures

of

the

laci

ng m

etho

d�

uses

som

e st

ruct

ure

and

lang

uage

con

sist

ent w

ith th

e in

stru

ctio

ns g

iven

in p

art I

. � 5*

E

The

res

pons

e

for

part

I

�pr

ovid

es a

laci

ng d

iagr

am

that

show

s SE

VE

N o

f the

fe

atur

es o

f the

laci

ng

met

hod.

The

res

pons

e

for

part

II

�pr

ovid

es in

stru

ctio

ns th

at

desc

ribe

FO

UR

of t

he

feat

ures

of t

he la

cing

m

etho

d.

The

res

pons

e

for

part

II

�pr

ovid

es la

cing

inst

ruct

ions

�us

es so

me

stru

ctur

e an

d la

ngua

ge c

onsi

sten

t with

the

inst

ruct

ions

giv

en in

par

t I.7 �

OR

� 4

OR



Mar

king

Sch

eme

Mar

king

Uni

t 4 3

of 6

UN

IT F

OU

RIT

EM 6

Not

es:

1.A

laci

ng d

iagr

am sh

ows v

isib

le la

ce se

ctio

ns a

s ful

l col

our

and/

or c

ontin

uous

line

s and

hid

den

lace

sect

ions

as f

aded

col

our

and/

or d

otte

d lin

es o

r si

mila

r.

2.T

he r

equi

red

feat

ures

of t

he la

cing

met

hod

in p

art I

are

:

a.5

visi

ble

sing

le la

ce h

oriz

onta

ls b

etw

een

the

bott

om fi

ve e

yele

t pai

rs

b.5

hidd

en si

ngle

lace

ver

tical

sect

ions

app

ropr

iate

ly p

lace

d

c.1

hidd

en la

ce se

ctio

n fr

om th

e bo

ttom

eye

let t

o th

e to

p ey

elet

on

side

A

d.2

lace

end

s one

from

eac

h to

p ey

elet

e.no

lace

show

n be

twee

n se

cond

bot

tom

and

thir

d bo

ttom

eye

lets

on

Side

B

f.no

lace

show

n be

twee

n se

cond

top

and

thir

d to

p ey

elet

s on

Side

B.

3.St

and-

alon

e in

stru

ctio

ns d

o no

t ref

er to

col

our

or a

ny a

dded

ann

otat

ions

.

4.T

he r

equi

red

feat

ures

of t

he la

cing

met

hod

in p

art I

I are

:

i.th

e la

ce h

as a

hor

izon

tal s

ectio

n be

twee

n th

e bo

ttom

eye

lets

ii.th

e la

ce c

omes

up

thro

ugh

the

botto

m e

yele

ts

iii.

the

lace

has

dia

gona

ls b

etw

een

the

bott

om tw

o ey

elet

pai

rs

iv.

the

diag

onal

from

lace

end

A is

on

top

of th

e di

agon

al fr

om la

ce e

nd B

v.th

e la

ce c

omes

up

thro

ugh

the

seco

nd b

otto

m e

yele

ts

vi.

the

lace

has

vis

ible

ver

tical

sect

ions

bet

wee

n th

e se

cond

and

thir

d bo

ttom

eye

lets

vii.

the

lace

goe

s dow

n th

roug

h th

e th

ird

bott

om e

yele

ts

viii.

the

lace

has

dia

gona

ls b

etw

een

the

top

two

eyel

ets

ix.

the

diag

onal

from

lace

end

A is

on

top

of th

e di

agon

al fr

om la

ce e

nd B

x.th

e la

ce c

omes

up

thro

ugh

the

top

eyel

ets.

5.�S

truc

ture

and

lang

uage

con

sist

ent w

ith th

e in

stru

ctio

ns g

iven

in p

art I

� use

s ste

ps a

nd te

rms

such

as �

thre

ad�,

�run

the

lace

�, �e

yele

t�, �

eyel

et fl

ap� a

nd �l

ace

end�

. Usi

ng a

noth

er w

ord

for

term

s m

odel

led

in th

e in

stru

ctio

ns in

par

t I w

ould

mea

n th

e re

spon

se a

t bes

t cou

ld h

ave

�som

e st

ruct

ure

and

lang

uage

con

sist

ent w

ith th

e in

stru

ctio

ns g

iven

in p

art I

�.

Mod

el R

espo

nse:

I. II.

Step

1. T

hrea

d la

ce e

nd A

up

thro

ugh

the

botto

m e

yele

t on

the

appr

opri

ate

side

and

lace

end

B u

p th

roug

h th

e bo

ttom

eye

let o

n th

e ot

her

side

.

Step

2. U

sing

lace

end

B r

un it

dia

gona

lly u

nder

neat

h th

e ey

elet

flap

. Thr

ead

it up

thro

ugh

next

av

aila

ble

eyel

et o

n th

e ot

her

side.

Step

3. R

epea

t ste

p 2

usin

g la

ce e

nd A

.

Step

4. U

sing

lace

end

B, r

un it

ver

tical

ly o

ver t

he ey

elet

flap

so th

at it

is v

isib

le. T

hrea

d it

dow

n th

roug

h th

e ve

ry n

ext e

yele

t.

Step

5. R

epea

t ste

p 4

usin

g la

ce e

nd A

.

Step

6. R

epea

t ste

ps 2

and

3.

Las

t Pag

e C

ount

Unit FiveThe item in this unit is based on the poem Follower.


Item 7

Commentary

Item 7 is a four-star item that tested achievement in CCEs 43 Analysing, 31 Interrelating … themes and 28 Empathising.

This item required students to explore the sentiments expressed by the given quotations and describe how those sentiments were conveyed throughout the poem. The introduction to this item informed students that the two quotations focused on relationships between adult children and their fathers. The cue directed students to support their response with specific references to the poem and to the quotations.

An A-grade response needed, for each of the two quotations, to identify a sentiment based on a relationship between a parent and their adult-child, support the sentiment with direct reference to the quotation and then use a non-literal interpretation to explain how the sentiment was communicated throughout the poem. The response had to be consistent with a reasonable reading of the poem and plausible interpretations of the quotations. No contradictory statements could be in the response.

Responses that referred to both quotations without using specific direct reference to support the sentiments, or that referred to the poem without quoting parts of the poem to explain how the sentiment was communicated, could not achieve the highest grade.

In items such as this, students need to ensure they go beyond the literal interpretation of the stimulus pieces. In this case, the focus needed to be on the relationship between a son and his father rather than the literal interpretation of the poem, which told of the father’s skill as a ploughman.

A B C D E N O

Item 7 1.6 9.5 44.2 21.7 11.6 4.4 7.0


DA B C N O

100%

E


36

Model response

Explore the sentiments expressed by the quotations and describe how these sentiments are conveyed throughout the poem.

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Support your response with specific references to the poem and to the quotations.

Quotation A is about the admiration a son has for his father. The son wants to be

like him, when he says, ‘I'm worried that I'm not’. This is explored in the poem in the

description of the father at work. ‘His shoulders globed like a full sail strung’ is

about the father’s physical and inner strength. He is ‘an expert’ not only at

ploughing but also as a Dad because he was a caring, gentle father who when the son

‘stumbled’ carried his son ‘on his back’. This is less about ploughing and more about their

relationship. It is clear as an adult the son still admires his father, wanting to have the

same strong character and life values as his Dad.

Quotation B refers to the bittersweet journey that begins with a father looking after a son

and ends with the son caring for his father. The son recalls how he was a ‘nuisance,

tripping, falling’. The poem highlights the devotion in the way the father dealt with his

son’s failings. This is described in Quote B as when ‘a father gives to his son’. In his old

age, the father has become the person ‘who keeps stumbling’ and the son is now left to

look after the once strong father he admired so much. The words ‘when a son gives to his

father, both cry’ create an overwhelming feeling of sadness and regret as the relationship

has completely reversed with the father depending on his grown-up son.


UN

IT F

IVE

ITEM

7

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 2

of 2

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

31

Inte

rrel

atin

g �

them

es �

28E

mpa

this

ing

C

The

res

pons

e

for

ON

E q

uota

tion

�id

entif

ies a

sent

imen

t bas

ed o

n a

pare

nt a

nd a

dult-

child

re

latio

nshi

p�

supp

orts

this

sent

imen

t with

dir

ect

refe

renc

e to

the

quot

atio

n�

uses

, with

dir

ect r

efer

ence

to p

art o

f th

e po

em, a

non

-lite

ral

inte

rpre

tatio

n to

exp

lain

how

this

se

ntim

ent i

s com

mun

icat

ed w

ithin

th

e po

em�

is co

nsis

tent

with

a r

easo

nabl

e re

adin

g of

the p

oem

and

a p

laus

ible

in

terp

reta

tion

of th

is q

uota

tion.

OR

The

res

pons

e

for

each

of T

WO

quo

tatio

ns

�id

entif

ies a

sent

imen

t�

links

the

sent

imen

t to

the

poem

by

citin

g pa

rt o

f the

poe

m�

is co

nsis

tent

with

a r

easo

nabl

e re

adin

g of

the p

oem

and

a p

laus

ible

in

terp

reta

tion

of th

e qu

otat

ion.

A

The

res

pons

e

for

each

of T

WO

quo

tatio

ns

�id

entif

ies a

sent

imen

t bas

ed o

n a

pare

nt a

nd a

dult-

child

re

latio

nshi

p�

supp

orts

this

sent

imen

t with

di

rect

ref

eren

ce to

the

quot

atio

n�

uses

, with

dir

ect r

efer

ence

to

part

s of t

he p

oem

, a n

on-li

tera

l in

terp

reta

tion

to e

xpla

in h

ow

this

sent

imen

t is c

omm

unic

ated

w

ithin

the

poem

�is

con

sist

ent w

ith a

rea

sona

ble

read

ing

of th

e po

em a

nd a

pl

ausi

ble

inte

rpre

tatio

n of

the

quot

atio

n.

The

re a

re n

o co

ntra

dict

ory

stat

emen

ts in

the

resp

onse

.

B

The

res

pons

e

for

ON

E qu

otat

ion

�id

entif

ies a

sent

imen

t bas

ed o

n a

pare

nt a

nd a

dult-

child

re

latio

nshi

p�

supp

orts

this

sent

imen

t with

di

rect

ref

eren

ce to

the

quot

atio

n�

uses

, with

dir

ect r

efer

ence

to p

art

of th

e po

em, a

non

-lite

ral

inte

rpre

tatio

n to

exp

lain

how

this

se

ntim

ent i

s com

mun

icat

ed

with

in th

e po

em�

is co

nsis

tent

with

a r

easo

nabl

e re

adin

g of

the

poem

and

a

plau

sibl

e in

terp

reta

tion

of th

is

quot

atio

n.

AN

D

for

the

OTH

ER

quo

tatio

n,

�id

entif

ies a

sent

imen

t�

links

the s

entim

ent t

o th

e poe

m b

y ci

ting

part

of t

he p

oem

�is

cons

iste

nt w

ith a

rea

sona

ble

read

ing

of th

e po

em a

nd a

pl

ausi

ble

inte

rpre

tatio

n of

this

qu

otat

ion.

D

The

res

pons

e

for

each

of T

WO

quo

tatio

ns

�gi

ves a

n in

terp

reta

tion

of th

e qu

otat

ion

�re

late

s the

inte

rpre

tatio

n to

pa

rt o

f the

poe

m.

E

The

res

pons

e

for

ON

E q

uota

tion

�gi

ves a

n in

terp

reta

tion

of th

e qu

otat

ion

�re

late

s the

inte

rpre

tatio

n to

pa

rt o

f the

poe

m.

OR

The

res

pons

e id

entif

ies a

se

ntim

ent a

nd r

elat

es it

to p

art o

f th

e po

em.

Mod

el R

espo

nse:

Quo

tatio

n A

is a

bout

the

adm

irat

ion

a so

n ha

s for

his

fath

er. T

he so

n w

ants

to b

e lik

e hi

m,

whe

n he

says

, �I'

m w

orri

ed th

at I'

m n

ot�.

Thi

s is e

xplo

red

in th

e poe

m in

the d

escr

iptio

n of

th

e fa

ther

at w

ork.

�His

shou

lder

s glo

bed

like

a fu

ll sa

il st

rung

� is a

bout

the

fath

er�s

ph

ysic

al a

nd in

ner

stre

ngth

. He

is �a

n ex

pert

� not

onl

y at

plo

ughi

ng b

ut a

lso

as a

Dad

be

caus

e he

was

a ca

ring

, gen

tle fa

ther

who

whe

n th

e so

n �s

tum

bled

� car

ried

his

son

�on

his

back

�. T

his i

s les

s abo

ut p

loug

hing

and

mor

e ab

out t

heir

rel

atio

nshi

p. It

is c

lear

as a

n ad

ult t

he so

n st

ill a

dmir

es h

is fa

ther

, wan

ting

to h

ave

the

sam

e st

rong

cha

ract

er a

nd li

fe

valu

es a

s his

Dad

.

Quo

tatio

n B

ref

ers t

o th

e bi

tter

swee

t jou

rney

that

beg

ins w

ith a

fath

er lo

okin

g af

ter

a so

n an

d en

ds w

ith th

e so

n ca

ring

for

his f

athe

r. T

he so

n re

calls

how

he

was

a �n

uisa

nce,

tr

ippi

ng, f

allin

g�. T

he p

oem

hig

hlig

hts t

he d

evot

ion

in th

e w

ay th

e fa

ther

dea

lt w

ith h

is

son�

s fai

lings

. Thi

s is d

escr

ibed

in Q

uote

B a

s whe

n �a

fath

er g

ives

to h

is so

n�. I

n hi

s old

ag

e, th

e fa

ther

has

bec

ome

the

pers

on �w

ho k

eeps

stum

blin

g� a

nd th

e so

n is

now

left

to

look

aft

er th

e on

ce st

rong

fath

er h

e ad

mir

ed so

muc

h. T

he w

ords

�whe

n a

son

give

s to

his

fath

er, b

oth

cry�

cre

ate

an o

verw

helm

ing

feel

ing

of sa

dnes

s and

reg

ret a

s the

rel

atio

nshi

p ha

s com

plet

ely

reve

rsed

with

the

fath

er d

epen

ding

on

his g

row

n-up

son.

Not

es:

1.A

sent

imen

t is a

thou

ght o

r fe

elin

g in

tend

ed to

be

conv

eyed

by

wor

ds a

s dis

tingu

ishe

d fr

om th

e w

ords

th

emse

lves

.

2.To

mak

e �d

irec

t ref

eren

ce�,

a re

spon

se m

ust p

rovi

de a

wor

d or

wor

ds fr

om th

e qu

otat

ion/

poem

.

3.To

�cite

� mea

ns th

at a

res

pons

e in

dica

tes a

n ex

trac

t or

othe

r pa

rt o

f the

poe

m.

4.A

n in

terp

reta

tion

is th

e w

ay in

whi

ch th

e po

em a

nd/o

r qu

otat

ions

can

be

read

.

Las

t Pag

e C

ount


38

Unit SixThe items in this unit are based on a contour map of Antarctica and data from the station at Vostok.


Item 8

Commentary

Item 8 is a two-star item that tested achievement in CCEs 16 Calculating with or without calculators and 29 Comparing.

This item required students to consider temperatures recorded at Vostok, a Russian research station in Antarctica. A table showed the mean daily temperature for each month of the year as well as the average daily range between minimum and maximum temperatures for each month. In part I, students were required to state Vostok's warmest month and its coldest month. In part II, students had to estimate the average daily minimum and average daily maximum temperatures for the month of March.

An A-grade response needed to give, for part I, December as the warmest month and August as the coldest month and, for part II, –63.1 as the average daily minimum and –52.3 as the average daily maximum for March. The response could not include any incorrect working.

Some responses indicated little understanding of negative values and gave the lower number as the maximum temperature and the higher number as the minimum temperature.

In this item, values belonging to a month other than March were sometimes used in the response. Students should ensure that they select the correct information from a table.

Model response

A B C D E N O

Item 8 24.0 4.2 60.4 8.9 2.5

Item 9 7.7 13.3 19.0 32.8 21.4 5.8


A B C N O

100%

I. Based on the average mean temperatures listed in the table, state Vostok’s warmest month and its coldest month.

Warmest: .................................... Coldest: ....................................

II. Estimate the average daily minimum and the average daily maximum temperatures for the month of March.

....................................................................................................

....................................................................................................

Average daily minimum: .................. Average daily maximum: ..................

December

–63.1 –52.5

August

min –57 –

= – 63.1

10.62 max –57 +

= – 52.5

10.62


UN

IT S

IX

ITEM

8

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 4

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

29C

ompa

ring

C

The

res

pons

e pr

ovid

es

for

part

I

�w

arm

est m

onth

is D

ecem

ber

(-31

.8)

�co

ldes

t mon

th is

Aug

ust

OR

(-67

.9)

The

res

pons

e pr

ovid

es

for p

art I

I, al

low

ing

for a

t mos

t one

obs

erva

ble m

inor

erro

r an

d co

nseq

uent

ially

cor

rect

val

ues,

�an

ave

rage

dai

ly m

inim

um fo

r M

arch

�an

ave

rage

dai

ly m

axim

um fo

r M

arch

.

OR

The

res

pons

e pr

ovid

es

for

part

II

�-6

8.4o

as a

vera

ge d

aily

min

imum

for

Mar

ch�

-47.

2o as a

vera

ge d

aily

max

imum

for

Mar

ch.

A

The

res

pons

e pr

ovid

es

for

part

I

�w

arm

est m

onth

is D

ecem

ber

(-31

.8)

�co

ldes

t mon

th is

Aug

ust (

-67.

9)

for

part

II

�-6

3.1o

as a

vera

ge d

aily

min

imum

for

Mar

ch�

-52.

5o as a

vera

ge d

aily

max

imum

for

Mar

ch.

No

inco

rrec

t wor

king

is p

rovi

ded.

B

The

res

pons

e pr

ovid

es

for

part

I

�w

arm

est m

onth

is D

ecem

ber

(-31

.8)

�co

ldes

t mon

th is

Aug

ust (

-67.

9)

for p

art I

I, al

low

ing

for a

t mos

t one

obs

erva

ble m

inor

erro

r an

d co

nseq

uent

ially

cor

rect

val

ues,

�an

ave

rage

dai

ly m

inim

um fo

r M

arch

�an

ave

rage

dai

ly m

axim

um fo

r M

arch

.

OR

The

res

pons

e pr

ovid

es

for

part

I ei

ther

�w

arm

est m

onth

is D

ecem

ber

(-31

.8)

OR

�co

ldes

t mon

th is

Aug

ust (

-67.

9)

for

part

II

�-6

3.1o

as a

vera

ge d

aily

min

imum

for

Mar

ch�

-52.

5o as a

vera

ge d

aily

max

imum

for

Mar

ch.

No

inco

rrec

t wor

king

is p

rovi

ded.

Mod

el R

espo

nse:

I War

mes

t: D

ecem

ber

Col

dest

: Aug

ust

II Aver

age

daily

min

imum

: -63

.1 Av

erag

e da

ily m

axim

um: -

52.5

Not

es:

1.A

n ob

serv

able

min

or e

rror

is a

tran

scri

ptio

n er

ror,

tabl

e re

adin

g er

ror

or a

n in

corr

ect r

esul

t to

a co

rrec

tly st

ated

op

erat

ion.

2.U

sing

a p

ositi

ve a

vera

ge m

ean

tem

pera

ture

is a

seri

ous e

rror

, no

t an

obse

rvab

le m

inor

err

or.

3.O

mitt

ing

the

step

of d

ivid

ing

the

rang

e by

2 is

a se

riou

s er

ror,

not a

n ob

serv

able

min

or e

rror

.

Las

t Pag

e C

ount


40

Item 9

Commentary

Item 9 is a three-star item that tested achievement in CCEs 44 Synthesising, 37 Applying a progression of steps to achieve the required answer, 52 Searching and locating…information and 57 Manipulating/operating/using equipment.

This item comprised two parts. In part I, students were required to interpret a contour map to determine the altitude of various research stations. Some stations were located exactly on a contour line and so required a specific altitude, while others were located between contour lines and required a response within a 500 m range as modelled in the table. In part II, students were required to shade

areas to demonstrate the possible location for a new research station, taking into account restrictions for altitude and distance from supply stations, and then restrictions for the distance the new station could be located from emergency response stations.

The examples given in the table in part I served as a model for how to express both exact altitudes and a range of altitudes. The cue in part II instructed students to use pencil and show all lines pertinent to their decisions. They had to clearly indicate the different areas using a legend.

An A-grade response needed to contain five correct entries in the table in part I. In part II, the response needed to indicate, within allowable tolerances, a Davis-arc and shading in the area between the 3500 m contour line and the Davis-arc, a Mirny-arc and shading between the 3500 m contour line and the Mirny-arc. (A Davis-arc refers to an arc drawn on the map 30 mm away (as per the scale given on the map) from the middle of the X that indicates the Davis supply station. A Mirny-arc refers to an arc drawn 24 mm from the middle of the X that indicates the Mirny emergency-response station.) Arcs had to be drawn so they crossed or touched each relevant part of the 3500 m contour line. Different shading had to be used for the areas and a legend needed to be provided to clearly indicate the different areas.

For part II it was expected that a drawing compass would be used for the arcs to indicate a constant distance from a point. This would have been the most accurate and least time consuming method to use.

Students should make use of any modelling given in an item to assist with their responses. In part I, an exact altitude and a range of altitudes were given in the table as an indicator of how to respond. Giving an estimate of altitude rather than a range does not show understanding of contour lines. Students should remember to read instructions carefully and to follow all directions. In part II of this item, not indicating the significance of the different areas with a legend excluded a response from achieving the highest grade.

Model response

DA B C N O

100%

I. For each station listed below, determine the altitude at which the station is located or the altitudes between which the station is located according to the map in Figure 1. Complete the table below.

station altitude information

Kohnen 2500–3000 m

Belgrano II

South Pole

Vostok

Byrd

Concordia

McMurdo 0 m (at sea level)

0–500

2500–3000

3500

1500

3000–3500


II. On Figure 2, shade the area inside which the new research station could be located according to the altitude and supply-stations requirements. Next, indicate clearly, by further distinct shading, the area within which the new station could be located taking into account the emergency-response restriction.

Use pencil and show all lines pertinent to your decisions. Clearly indicate the different areas using a legend.

Figure 2

Legendsupply-stationrequirements

emergency-responserestriction

3000

3000

40004000

2500

2500

2000

2000

2000

2000

1000

1000

20002000

10001000

00 500500 10001000 20002000kilometreskilometres

Trans Antarctic MountainsIce shelfTrans Antarctic MountainsIce shelf500 metre contours

MawsonMawson

DavisDavis

CaseyCasey

MirnyMirny

ProgressProgress


42

UN

IT S

IXIT

EM 9

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 5

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

44Sy

nthe

sisi

ng

52Se

arch

ing

and

loca

ting

� in

form

atio

n

C

The

res

pons

e

for

part

I

�in

clud

es th

ree

corr

ect e

ntri

es

for

part

II, w

ithin

allo

wab

le to

lera

nces

, in

dica

tes o

ne o

f the

follo

win

g

�a

Dav

is-a

rc

OR

�a

Prog

ress

-arc

OR

�a

Mir

ny-a

rc.

OR

The

res

pons

e

for

part

II, w

ithin

allo

wab

le to

lera

nces

,

�in

dica

tes e

ither

�

a D

avis

-arc

O

R �

a Pr

ogre

ss-a

rc�

has s

hadi

ng in

the

area

bet

wee

n th

e 35

00m

con

tour

line

and

the

arc

draw

n�

indi

cate

s a M

irny

-arc

�ha

s sha

ding

in th

e ar

ea b

etw

een

the

3500

m c

onto

ur li

ne a

nd th

e M

irny

-arc

.

Eac

h ar

ea is

shad

ed d

iffer

ently

.

A

The

res

pons

e

for

part

I

�in

clud

es th

e fiv

e co

rrec

t ent

ries

for

part

II, w

ithin

allo

wab

le to

lera

nces

,

�in

dica

tes a

Dav

is-a

rc�

has s

hadi

ng in

the

area

bet

wee

n th

e 35

00m

con

tour

line

and

the

Dav

is-a

rc

�in

dica

tes a

Mir

ny-a

rc�

has s

hadi

ng in

the

area

bet

wee

n th

e 35

00m

con

tour

line

and

the

Mir

ny-a

rc.

A le

gend

mak

es c

lear

wha

t eac

h of

the

shad

ed a

reas

is r

efer

enci

ng.

Bel

gran

o II

Sout

h Po

le

Vost

ok

Byr

d

Con

cord

ia

0–500

2500–3000

3500

1500

3000–3500

B

The

res

pons

e

for

part

I

�in

clud

es fo

ur c

orre

ct e

ntri

es

for

part

II, w

ithin

allo

wab

le to

lera

nces

,

�in

dica

tes e

ither

�

a D

avis

-arc

O

R �

a Pr

ogre

ss-a

rc�

has s

hadi

ng in

the

area

bet

wee

n th

e 35

00m

con

tour

line

and

the

arc

draw

n�

indi

cate

s a M

irny

-arc

�ha

s sha

ding

in th

e ar

ea b

etw

een

the

3500

m c

onto

ur li

ne a

nd th

e M

irny

-arc

.

Eac

h ar

ea is

shad

ed d

iffer

ently

.

D

The

resp

onse

for

part

I

�in

clud

es th

ree

corr

ect e

ntri

es.

OR

The

resp

onse

for

part

II, w

ithin

allo

wab

le to

lera

nces

, in

dica

tes o

ne o

f the

follo

win

g

�a

Dav

is-a

rc

OR

�a

Prog

ress

-arc

OR

�a

Mir

ny-a

rc.

37A

pply

ing

a pr

ogre

ssio

n of

step

s to

achi

eve

the

requ

ired

ans

wer

57M

anip

ulat

ing/

oper

atin

g/us

ing

equi

pmen

t


Mar

king

Sch

eme

UN

IT S

IXIT

EM 9

Mar

king

Uni

t 4 6

of 6

Mod

el R

espo

nse:

Legend

supply-station

requirements

emergency-response

restriction

300030003000

4000

4000

4000

250025002500 2000

20002000

200020002000

100010001000

200020002000

1000

1000

1000

0050

050

010

0010

0020

0020

00 kilo

met

res

kilo

met

res

Tran

s A

ntar

ctic

Mou

ntai

nsIc

e sh

elf

Tran

s A

ntar

ctic

Mou

ntai

nsIc

e sh

elf

500

met

re c

onto

urs

Maw

son

Maw

son

Dav

isD

avis

Cas

eyC

asey

Mirn

yM

irny

Mirn

y

Prog

ress

Prog

ress

Prog

ress

stat

ion

altit

ude

info

rmat

ion

Koh

nen

2500

–300

0 m

Bel

gran

o II

Sout

h Po

le

Vost

ok

Byr

d

Con

cord

ia

McM

urdo

0 m

(at s

ea le

vel)

0–500

2500–3000

3500

1500

3000–3500

I.II

.

Las

t Pag

e C

ount


44

Unit SevenThe items in this unit are based on an extract from a novel.


Item 10

Commentary

Item 10 is a three-star item that tested achievement in CCEs 26 Explaining to others, 48 Justifying and 43 Analysing.

This item required students to use evidence from the extract to make clear how an atmosphere of eeriness and unease was created. The cue directed students to deal with the contribution of each paragraph.

An A-grade response needed to include evidence from each paragraph and explain how each piece of evidence contributed to the establishment of the atmosphere.

Restating stimulus material — indicating that the evidence provided led to a feeling of eeriness and unease — does not contribute to the quality of a response. In this item the response needed to make clear how the atmosphere was created.

Students should read the stem and cues carefully so that all aspects of the task are addressed.

Model response

A B C D E N O

Item 10 16.8 18.5 33.3 18.9 8.1 4.5

Item 11 1.8 9.0 34.3 29.0 10.7 2.6 12.5


DA B C N O

100%

E

An atmosphere of eeriness and unease develops over the course of the extract. Using evidence from the extract, make clear how that atmosphere is created.

........................................................................................

........................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

Be sure to deal with the contribution of each paragraph.

In the first paragraph, the fact that the key turns with a noise of ‘long

disuse’ suggests that the castle is not often visited and so could be an

unsafe place for the narrator. In the second paragraph, the ‘quivering

shadows’ that are thrown from the lamp add to the atmosphere, since ‘quivering’ is usually

associated with being scared or trembling. In the third paragraph, the old man does not

move to physically greet the main character after beckoning him in, but instead ‘[stands]

like a statue, as though his gesture of welcome [has] fixed him into stone’. This implies that

gestures of goodwill are entirely unnatural for the old man, which might further suggest

that he could be some sort of villain who may wish the narrator harm.


UN

IT S

EVEN

ITEM

10

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 7 1

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

26E

xpla

inin

g to

oth

ers

48Ju

stify

ing

43A

naly

sing

C

The

res

pons

e

�in

clud

es a

rele

vant

pie

ce o

f evi

denc

e fro

m

two

para

grap

hs�

expl

ains

how

one

of t

hese

pie

ces o

f ev

iden

ce co

ntri

bute

s to

the e

stab

lishm

ent

of th

e at

mos

pher

e �

sugg

ests

a re

latio

nshi

p be

twee

n th

e oth

er

piec

e of

evi

denc

e an

d th

e at

mos

pher

e.

OR

The

res

pons

e

�in

clud

es a

rele

vant

pie

ce o

f evi

denc

e fro

m

each

of t

he th

ree

para

grap

hs�

sugg

ests

a r

elat

ions

hip

betw

een

each

pi

ece

of e

vide

nce

and

the

atm

osph

ere.

A

The

res

pons

e

�in

clud

es a

rele

vant

pie

ce o

f evi

denc

e fro

m

each

of t

he th

ree

para

grap

hs

�ex

plai

ns h

ow e

ach

piec

e of

evi

denc

e co

ntri

bute

s to

the

esta

blis

hmen

t of t

he

atm

osph

ere.

The

res

pons

e is

not

inco

nsis

tent

with

a

reas

onab

le r

eadi

ng o

f the

ext

ract

.

B

The

res

pons

e

�in

clud

es a

rele

vant

pie

ce o

f evi

denc

e fro

m

each

of t

he th

ree

para

grap

hs�

expl

ains

how

eac

h of

two

of th

ese

piec

es

of e

vide

nce

cont

ribu

tes t

o th

e es

tabl

ishm

ent o

f the

atm

osph

ere

�su

gges

ts a

rela

tions

hip

betw

een

the o

ther

pi

ece

of e

vide

nce

and

the

atm

osph

ere.

The

res

pons

e is

not i

ncon

siste

nt w

ith a

re

ason

able

rea

ding

of t

he e

xtra

ct.

D

The

res

pons

e

�ex

plai

ns h

ow a

rele

vant

pie

ce o

f evi

denc

e co

ntri

bute

s to

the

esta

blis

hmen

t of t

he

atm

osph

ere.

OR

The

res

pons

e

�in

clud

es a

rele

vant

pie

ce o

f evi

denc

e fro

m

two

para

grap

hs�

sugg

ests

a r

elat

ions

hip

betw

een

each

pi

ece

of e

vide

nce

and

the

atm

osph

ere.

Not

es:

1.T

he a

tmos

pher

e is

one

of e

erin

ess a

nd u

neas

e �

as s

tate

d in

the

item

.

2.T

he a

tmos

pher

e is

con

side

red

to b

e �f

elt�

onl

y by

the

mai

n ch

arac

ter

(the

nar

rato

r) a

nd/o

r th

e re

ader

. Exp

lana

tions

whi

ch su

gges

t tha

t the

old

man

feel

s a se

nse

of e

erin

ess/

unea

se a

re n

ot c

onsi

sten

t with

a

reas

onab

le r

eadi

ng o

f the

ext

ract

.

3.R

espo

nses

do

not n

eed

to m

ake

spec

ific

men

tion

of th

e at

mos

pher

e, i.

e. e

erin

ess a

nd u

neas

e, fo

r ev

ery

piec

e of

evi

denc

e.

4.A

pie

ce o

f evi

denc

e ca

n be

giv

en a

s a q

uote

or,

if th

e re

fere

nce

is c

lear

and

una

mbi

guou

s, th

roug

h ci

ting

line

num

ber/

s or

by p

arap

hras

ing.

Mod

el R

espo

nse:

In th

e fir

st p

arag

raph

, the

fact

that

the

key

turn

s with

a n

oise

of �

long

dis

use�

sugg

ests

that

the

cast

le is

not

oft

en v

isite

d an

d so

cou

ld b

e an

uns

afe

plac

e fo

r th

e na

rrat

or. I

n th

e se

cond

par

agra

ph, t

he �q

uive

ring

sh

adow

s� th

at a

re th

row

n fr

om th

e la

mp

add

to th

e at

mos

pher

e, si

nce

�qui

veri

ng� i

s usu

ally

ass

ocia

ted

with

bei

ng sc

ared

or

trem

blin

g. In

the

thir

d pa

ragr

aph,

the

old

man

doe

s not

mov

e to

phy

sica

lly g

reet

the

mai

n ch

arac

ter

afte

r be

ckon

ing

him

in, b

ut in

stea

d �[

stan

ds] l

ike

a st

atue

, as t

houg

h hi

s ges

ture

of w

elco

me

[has

] fix

ed h

im in

to st

one�

. Thi

s im

plie

s tha

t ges

ture

s of g

oodw

ill a

re e

ntir

ely

unna

tura

l for

the

old

man

, whi

ch m

ight

furt

her

sugg

est t

hat h

e co

uld

be so

me

sort

of v

illai

n w

ho m

ay w

ish

the

narr

ator

har

m.

Last

Pag

e C

ount


46

Item 11

Commentary

Item 11 is a four-star item that tested achievement in CCEs 21 Structuring … extended written text, 50 Visualising, 10 Using vocabulary appropriate to a context and 28 Empathising.

This item required students to continue on from the extract, writing a paragraph giving specific details of the courtyard and of the old man. The paragraph had to be in keeping with the style, atmosphere and characters of the extract. The cue directed students to use vocabulary to effect and not to use direct speech or introduce any new characters.

An A-grade response needed to provide a well-crafted paragraph that followed on from the extract; contributed effective description of the courtyard surrounds that was contextually relevant and conceivable; enhanced the portrayal of the old man in a manner consistent with the extract; evoked an atmosphere of eeriness or unease; was written in first person and past tense and used vocabulary to effect. The setting had to be at night and in the nineteenth century. The paragraph could contain no new characters or direct speech. Only minor lapses in the use of grammar, punctuation and spelling were acceptable.

Generally, responses provided a narrative including details that allowed a reader to visualise the setting and the old man. Some responses cited neglected gardens, disconcerting sounds and shadows in the courtyard. The old man quite commonly had a limp and his facial expressions (or lack thereof) created suspense, fear or trepidation. Some responses however, provided a description of only one of the courtyard or the old man. Such responses could not be awarded an A- or B-grade.

Students should remember that stems and cues provide important directions. In this item, a descriptive text of an indoor space would not be consistent with the instruction in the stem to set the narrative in a courtyard. The cue, which gave clear instructions not to use direct speech, was sometimes disregarded, which made responses containing direct speech ineligible for an A-grade.

DA B C N O

100%

E


Model response

Continue on from the extract by composing your version of the next paragraph. The paragraph should focus on the narrator’s observations of his surroundings and of the old man from the time the narrator goes through the great door to just before they both enter the main building. The paragraph should be in keeping with the style, atmosphere and characters of the extract.

......................................................................................

......................................................................................

......................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

Use vocabulary to effect.

Do not use direct speech or introduce any new characters.

Cautiously, I looked around while the old man stared at me expectantly.

Under his scrutinising stare, not a single word came to my lips. His hands

twitched by his sides, then suddenly he seemed to remember himself, and

gave a smile that did not reach to his eyes, before beckoning me to follow him. The great grey

walls of the courtyard rose up like sleepy lions around me — I felt trapped. The old man’s

heavy footfalls were the only sounds that punctuated the oppressive stale air. Time seemed

to inch by slowly between these big grey walls, and I was mesmerised by the man’s swishing

black coat moving in slow motion. I smelt the mustiness of it all — no one, I’m certain no-one

had been here for quite some time. The tension was palpable - I had to drive my legs forward

consciously until we — a strange pair — arrived at two wooden doors, larger than the first,

standing guard. What was within?


48

UN

IT S

EVEN

ITEM

11

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 7 2

of 3

N

Res

pons

e is

uni

ntel

ligib

le

or d

oes n

ot sa

tisfy

the

requ

irem

ents

for a

ny o

ther

gr

ade.

O

No r

espo

nse h

as b

een

mad

e at

any

tim

e.

21St

ruct

urin

g �

ext

ende

d w

ritt

en te

xt50

Vis

ualis

ing

10U

sing

voc

abul

ary

appr

opri

ate

to a

con

text

28E

mpa

this

ing

C

The

res

pons

e

�co

ntri

bute

s fea

sibl

e de

scri

ptio

ns o

f the

su

rrou

nds

�ad

ds to

the

port

raya

l of t

he o

ld m

an�

conv

eys s

ome

sens

e of

eer

ines

s/un

ease

�ad

here

s to

thre

e of

the

four

par

amet

ers

�is

wri

tten

in fi

rst p

erso

n an

d/or

in p

ast t

ense

.

In th

e m

ain,

any

laps

es in

the

use

of g

ram

mar

, pu

nctu

atio

n or

spel

ling

do n

ot d

etra

ct fr

om th

e re

adab

ility

of t

he r

espo

nse.

OR

The

res

pons

e

�fo

llow

s on

from

the

extr

act

EIT

HE

R

�co

ntri

bute

s eff

ectiv

e de

scri

ptio

n of

the

cour

tyar

d su

rrou

nds t

hat i

s con

text

ually

re

leva

nt a

nd c

once

ivab

le

OR �

enha

nces

the

port

raya

l of t

he o

ld m

an in

a

man

ner

cons

iste

nt w

ith th

e ex

trac

t�

evok

es a

n at

mos

pher

e of

eer

ines

s/un

ease

�ad

here

s to

thre

e of

the

four

par

amet

ers

�is

wri

tten

in fi

rst p

erso

n an

d in

pas

t ten

se.

In th

e m

ain,

any

laps

es in

the

use

of g

ram

mar

, pu

nctu

atio

n or

spel

ling

do n

ot d

etra

ct fr

om th

e re

adab

ility

of t

he r

espo

nse.

A

The

res

pons

e

�pr

ovid

es a

wel

l-cra

fted

pa

ragr

aph

that

follo

ws o

n fr

om

the

extr

act

�co

ntri

bute

s eff

ectiv

e de

scri

ptio

n of

the

cour

tyar

d su

rrou

nds t

hat

is c

onte

xtua

lly r

elev

ant a

nd

conc

eiva

ble

�en

hanc

es th

e por

tray

al o

f the

old

m

an in

a m

anne

r con

sist

ent w

ith

the

extr

act

�ev

okes

an

atm

osph

ere

of

eeri

ness

/une

ase

�ad

here

s to

all f

our

para

met

ers

�is

wri

tten

in fi

rst p

erso

n an

d in

pa

st te

nse

�us

es v

ocab

ular

y to

effe

ct.

Any

min

or la

pses

in th

e us

e of

gr

amm

ar, p

unct

uatio

n or

spel

ling

do n

ot d

etra

ct fr

om th

e rea

dabi

lity

of th

e re

spon

se.

B

The

res

pons

e

�fo

llow

s on

from

the

extr

act

�co

ntri

bute

s des

crip

tion

of th

e co

urty

ard

surr

ound

s tha

t is c

onte

xtua

lly r

elev

ant a

nd

conc

eiva

ble

�ad

ds to

the

port

raya

l of t

he o

ld m

an in

a m

anne

r co

nsis

tent

with

the

extr

act

�ev

okes

an

atm

osph

ere

of e

erin

ess/

unea

se�

adhe

res t

o al

l fou

r pa

ram

eter

s�

is w

ritt

en in

firs

t per

son

and

in p

ast t

ense

.

In th

e m

ain,

any

laps

es in

the

use

of g

ram

mar

, pu

nctu

atio

n or

spel

ling

do n

ot d

etra

ct fr

om th

e re

adab

ility

of t

he r

espo

nse.

OR

The

res

pons

e

�pr

ovid

es a

wel

l-cra

fted

para

grap

h th

at fo

llow

s on

from

the

extr

act

�co

ntri

bute

s eff

ectiv

e des

crip

tion

of th

e cou

rtya

rd

surr

ound

s tha

t is c

onte

xtua

lly r

elev

ant a

nd

conc

eiva

ble

�ad

ds to

the

port

raya

l of t

he o

ld m

an in

a m

anne

r co

nsis

tent

with

the

extr

act

�ev

okes

an

atm

osph

ere

of e

erin

ess/

unea

se�

adhe

res t

o th

e fir

st th

ree

of th

e fo

ur p

aram

eter

s�

is w

ritt

en in

firs

t per

son

and

in p

ast t

ense

�us

es v

ocab

ular

y to

eff

ect.

In th

e m

ain,

any

min

or la

pses

in th

e us

e of

gr

amm

ar, p

unct

uatio

n or

spel

ling

do n

ot d

etra

ct

from

the

read

abili

ty o

f the

res

pons

e.

D

The

res

pons

e

EIT

HE

R

�co

ntri

bute

s fea

sibl

e de

scri

ptio

n of

the

surr

ound

s

OR �

adds

to th

e por

tray

al o

f the

ol

d m

an

�al

lude

s to

an a

tmos

pher

e of

ee

rine

ss/u

neas

e�

is w

ritt

en in

firs

t per

son

and/

or in

pas

t ten

se.

E

The

res

pons

e co

ntri

bute

s id

eas a

bout

EIT

HE

R

�th

e su

rrou

nds

OR �

the

old

man

OR �

an a

tmos

pher

e of

ee

rine

ss/u

neas

e

that

mes

h w

ith th

e st

ory.

Not

e:1.

The

four

par

amet

ers a

re:

�ni

ght t

ime

�se

t in

the

19th

cen

tury

�no

new

cha

ract

ers

�no

dir

ect s

peec

h.


Mar

king

Sch

eme

Mar

king

Uni

t 7 3

of 3

UN

IT S

EVEN

ITEM

11

Not

es:

1.Se

e pa

ge 1

.

2.T

he c

ourt

yard

is th

e ar

ea b

etw

een

the

grea

t doo

r an

d th

e en

try

to th

e m

ain

build

ing

(as i

ndic

ated

in th

e ite

m).

a. A

res

pons

e th

at is

set i

n a

room

giv

es a

des

crip

tion

of �s

urro

unds

� not

�cou

rtya

rd su

rrou

nds�

.b.

A r

espo

nse

in w

hich

the

narr

ator

and

the

old

man

ent

er th

e co

urty

ard

via

an a

nter

oom

/ves

tibul

e is

elig

ible

for

all g

rade

s.c.

A r

espo

nse

that

des

crib

es a

roo

m th

roug

h w

hich

the

narr

ator

and

the

old

man

wal

k, b

ut th

en su

bseq

uent

ly d

escr

ibes

the

cour

tyar

d, is

elig

ible

for

any

grad

e ot

her

than

A-g

rade

.d.

A r

espo

nse

that

has

the

narr

ator

des

crib

ing

the

cour

tyar

d he

goe

s thr

ough

, the

n go

ing

insi

de th

e m

ain

build

ing,

is e

ligib

le fo

r an

y gr

ade

othe

r th

an A

-gra

de.

Mod

el R

espo

nses

:1.

Cau

tious

ly, I

look

ed a

roun

d w

hile

the

old

man

star

ed a

t me

expe

ctan

tly. U

nder

his

scru

tinisi

ng st

are,

not

a si

ngle

wor

d ca

me

to m

y lip

s. H

is h

ands

twitc

hed

by h

is si

des,

then

sudd

enly

he

seem

ed to

rem

embe

r hi

mse

lf, a

nd g

ave

a sm

ile th

at d

id n

ot

reac

h to

his

eyes

, bef

ore

beck

onin

g m

e to

follo

w h

im. T

he g

reat

gre

y w

alls

of t

he c

ourt

yard

ros

e up

like

slee

py li

ons a

roun

d m

e �

I fe

lt tr

appe

d. T

he o

ld m

an�s

hea

vy fo

otfa

lls w

ere

the

only

soun

ds th

at p

unct

uate

d th

e op

pres

sive

stal

e ai

r. Ti

me

seem

ed to

inch

by

slow

ly b

etw

een

thes

e bi

g gr

ey w

alls,

and

I w

as m

esm

eris

ed b

y th

e m

an�s

swis

hing

bla

ck c

oat m

ovin

g in

sl

ow m

otio

n. I

smel

t the

mus

tines

s of i

t all

� n

o on

e, I�

m c

erta

in n

o-on

e ha

d be

en h

ere

for

quite

som

e tim

e. T

he te

nsio

n w

as

palp

able

- I h

ad to

dri

ve m

y le

gs fo

rwar

d co

nsci

ousl

y un

til w

e �

a st

rang

e pa

ir �

arr

ived

at t

wo

woo

den

door

s, la

rger

than

th

e fir

st, s

tand

ing

guar

d. W

hat w

as w

ithin

?

2.T

he g

reat

doo

r cl

osed

beh

ind

me,

with

a sq

ueak

of t

he h

inge

s the

n a

clan

g as

the

door

rea

ched

the

fram

e. I

follo

wed

in h

is

foot

step

s, co

mfo

rted

onl

y by

the

light

that

flic

kere

d in

his

han

d. I

notic

ed h

e ha

d a

limp,

all

his f

ragi

le b

ones

thud

ding

to th

e le

ft si

de a

s his

rig

ht h

eld

stro

ng. T

he c

ourt

yard

wal

ls �

bat

tere

d an

d br

uise

d �

wer

e cr

acke

d an

d w

ere

hung

with

unk

empt

vi

nes c

reat

ing

a di

spla

y of

gre

y an

d gr

een.

No-

one

tend

ed th

is u

nlov

ed g

arde

n. A

s we

wal

ked

acro

ss th

e gr

ass i

t cru

nche

d be

neat

h us

, lik

e dr

y bo

nes c

rack

ing.

In th

e di

stan

ce w

as a

onc

e ta

ll an

d liv

ely

build

ing,

now

dro

opin

g an

d fr

agile

. Our

pat

h le

d us

to it

; the

cra

cks i

n th

e w

all g

row

ing

larg

er a

s we

appr

oach

ed th

e en

tran

ce.

Las

t Pag

e C

ount


50

Unit EightThe items in this unit are based on information about farming wheat.


Item 12

Commentary

Item 12 is a three-star item that tested achievement in CCEs 17 Estimating numerical magnitude, 16 Calculating with or without calculators and 20 Setting out/presenting/arranging/displaying.

This item required students to estimate the number of wheat plants that could theoretically grow in one hectare of a field based on given data about row spacing and seed planting rate. The cue directed students to show all steps and to label steps to indicate what was being calculated.

An A-grade response needed to provide 800000 as the number of wheat plants. The response needed to show evidence that consistent units were correctly used and valid operations were correctly executed. A clear indication of what was being calculated had to be provided. Incorrect working or invalid operations could not be used to obtain the number of wheat plants.

Some responses showed that converting units successfully was a difficult part of this item, e.g. 1 metre was often converted to 1000 centimetres instead of 100 centimetres. Another misuse of units occurred when attempts were made to combine length and area units, e.g. multiplying 14.2 seeds per metre by 10000 square metres. The cue to provide labels to indicate what was being calculated was generally well followed.

Students should remember to convert units so that consistent units are used when completing operations. They should attend to all cues, as these are given to assist with producing a well-organised response.

Model response

A B C D E N O

Item 12 35.9 11.7 10.5 20.9 14.0 7.0

Item 13 14.1 8.0 22.9 9.9 10.5 15.8 18.7

Item 14 31.9 3.7 13.0 10.9 21.6 18.9


DA B C N O

100%

Estimate, to the nearest 100 000 plants, the number of wheat plants that theoretically could grow in each hectare of the field if the seeds were planted as described.

........................................................................................

........................................................................................

........................................................................................

...........................................................................................................

...........................................................................................................

Show all steps.

Label steps to indicate what is being calculated. Number of rows in one hectare = = 571.4 or approximately 571 rows 10 000

17.5-----------------

Number of plants in each row in a hectare = 14.2 x 100 = 1420

Width of one hectare = 100 x 100 = 10 000 cm

Total number of plants in one hectare = 571 x 1420 = 810 820

Theoretically, 800 000 plants could grow in one hectare.


UN

IT E

IGH

TIT

EM 1

2

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 2

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

17E

stim

atin

g nu

mer

ical

mag

nitu

de16

Cal

cula

ting

with

or

with

out c

alcu

lato

rs20

Sett

ing

out/p

rese

ntin

g/ar

rang

ing/

disp

layi

ng C

The

res

pons

e sh

ows

�th

e us

e of

a v

alid

ope

ratio

n to

find

a

num

ber

of r

ows

�ev

iden

ce o

f one

oth

er v

alid

ope

ratio

n us

ing

the

num

ber

of se

eds p

er m

etre

.

A

The

res

pons

e

�pr

ovid

es 8

00 00

0 as

the

estim

ate

of

num

ber

of p

lant

s�

show

s evi

denc

e of

cor

rect

ly u

sing

co

nsis

tent

uni

ts

�sh

ows c

orre

ctly

exec

uted

val

id o

pera

tions

�cl

earl

y in

dica

tes w

hat i

s bei

ng c

alcu

late

d.

No

inco

rrec

t wor

king

or

inva

lid o

pera

tions

ar

e us

ed to

obt

ain

the

num

ber

of p

lant

s.

B

The

res

pons

e, a

llow

ing

for

at m

ost o

ne

obse

rvab

le m

inor

err

or a

nd

cons

eque

ntia

lly c

orre

ct v

alue

s,

�pr

ovid

es a

rea

sona

ble

num

ber

of p

lant

s �

show

s evi

denc

e of

usi

ng c

onsi

sten

t uni

ts

�sh

ows n

eces

sary

, val

id o

pera

tions

.

No

inva

lid o

pera

tions

are

use

d to

obt

ain

the

num

ber

of p

lant

s.

D

The

res

pons

e sh

ows o

ne o

f

�th

e us

e of

a v

alid

ope

ratio

n us

ing

the

num

ber

of se

eds p

er m

etre

O

R �

the

use

of a

val

id o

pera

tion

usin

g th

e di

stan

ce b

etw

een

the

row

s.

Not

es:

1.�S

eeds

� and

�pla

nts�

are

inte

rcha

ngea

ble

in th

is it

em.

2.A

val

id o

pera

tion

is o

ne th

at w

ould

be

part

of a

solu

tion

if ex

ecut

ed c

orre

ctly

.

3.Pr

ovid

ing

a ro

unde

d nu

mbe

r of

pla

nts i

s a r

equi

rem

ent f

or th

e A

-gra

de o

nly.

4.A

rea

sona

ble

num

ber

is o

ne th

at c

ould

be

sens

ibly

rou

nded

to th

e ne

ares

t 100

000,

e.

g. if

the

resu

lt w

as 2

50 th

is w

ould

not

be

cons

ider

ed a

reas

onab

le n

umbe

r. A

val

ue

less

than

50 0

00 is

not

con

side

red

to b

e a

reas

onab

le n

umbe

r.

5.A

n ob

serv

able

min

or e

rror

is a

n in

corr

ect r

esul

t to

a co

rrec

tly st

ated

ope

ratio

n or

a

tran

scri

ptio

n er

ror.

6.A

con

vers

ion

erro

r or

the

omis

sion

of a

ny n

eces

sary

con

vers

ion/

s, is

a se

riou

s err

or,

not a

n ob

serv

able

min

or e

rror

.

Mod

el R

espo

nse:

(le

ngth

-bas

ed m

etho

d)N

umbe

r of

pla

nts i

n ea

ch r

ow in

a h

ecta

re =

Wid

th o

f one

hec

tare

=

Num

ber

of r

ows i

n on

e he

ctar

e =

= 5

71.4

or

appr

oxim

atel

y 57

1 ro

ws

Tota

l num

ber

of p

lant

s in

one

hect

are

=

The

oret

ical

ly, 8

00 00

0 pl

ants

cou

ld g

row

in o

ne h

ecta

re.

Mod

el R

espo

nse:

(a

rea-

base

d m

etho

d)

Num

ber

of r

ows i

n 1

met

re w

idth

=

= 5

.714

Num

ber

of se

eds p

lant

ed in

1 m

etre

of r

ow =

14.

2

Num

ber

of se

eds p

lant

ed in

1 m

2 =

Tota

l are

a is

1 h

ecta

re =

10 0

00 m

2

Num

ber

of se

eds p

lant

ed in

1 h

ecta

re =

=

811 3

88

800

000

seed

s cou

ld b

e pl

ante

d.

14.2

100

1420

=

100m

100

1000

0cm

=

1000

0 17

.5----

--------

------ 57

114

20

810

820

=

10.

175

--------

-----

5.71

414

.2

81.1

388

=

81.1

388

1000

0

Las

t Pag

e C

ount


52

Item 13

Commentary

Item 13 is a four-star item that tested achievement in CCEs 32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true, 37 Applying a progression of steps to achieve the required answer and 16 Calculating with or without calculators.

This item required students to determine how much seed, to the nearest kilogram, would have to be purchased to ensure that the desired number of productive wheat plants in each hectare would be achieved. The cue directed students to show all steps and to label steps to indicate what was being calculated.

An A-grade response needed to provide 58 or 59 as the number of kilograms of seed to be purchased per hectare. The response needed to clearly indicate what was being calculated in each step of a method that correctly used all six data pieces given in the stimulus material. Incorrect working or invalid operations could not be used to obtain the amount of seed.

Many responses indicated that correctly working with two percentages was the most difficult part of this item. Incorrect ways of using the 90% germination rate and the 70% production rate from germinated seed were evident in responses. 70% of 90% of a value is equivalent to 63% of the value.

The direction in the cue to provide labels to indicate what was being calculated was well followed, which was encouraging to see, as cues are intended to aid students in responding in the best way possible. In this item there were six data pieces that had to be used to provide the correct response, and by labelling each operation students were better able to manage their progress to the solution.

Model response

DA B C N O

100%

E

Calculate the amount of seed that must be purchased for each hectare of the fields that will be under wheat so the desired number of productive wheat plants will be achieved. Give the amount of seed to be purchased to the nearest kilogram.

........................................................................................

........................................................................................

........................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

Show all steps.

Label steps to indicate what is being calculated.

Number of seeds for 18 productive plants per metre of row is =

= 28.57 or 29

seeds to be purchased 550 x 100 x 29 = 1595 000

weight of seeds is = 59.07

Amount of seed needed is 59 kg.

180.9 x 0.7

1595 00027 000


UN

IT E

IGH

TIT

EM 1

3

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 3

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

32R

each

ing

a co

nclu

sion

whi

ch is

nec

essa

rily

true

pro

vide

d a

give

n se

t of a

ssum

ptio

ns is

true

37A

pply

ing

a pr

ogre

ssio

n of

step

s to

achi

eve

the

requ

ired

ans

wer

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e sh

ows e

vide

nce

that

FO

UR

of t

he d

ata

piec

es

have

bee

n us

ed m

eani

ngfu

lly.

A

The

res

pons

e

�pr

ovid

es a

met

hod

whi

ch

dete

rmin

es 5

8 or 5

9 as t

he am

ount

of

seed

to b

e pu

rcha

sed

per

ha�

corr

ectly

use

s AL

L o

f the

dat

a pi

eces

�cl

earl

y in

dica

tes w

hat i

s bei

ng

calc

ulat

ed.

No

inco

rrec

t inf

orm

atio

n or

w

orki

ng is

use

d to

obt

ain

the

amou

nt o

f see

d to

be

purc

hase

d.

B

The

res

pons

e, a

llow

ing

for

at m

ost

one

obse

rvab

le m

inor

err

or a

nd

cons

eque

ntia

lly c

orre

ct v

alue

s,

�pr

ovid

es a

met

hod

whi

ch

dete

rmin

es th

e kg

of s

eed

to b

e pu

rcha

sed

per

ha

�co

rrec

tly u

ses F

IVE

of t

he d

ata

piec

es.

D

The

resp

onse

show

s evi

denc

e th

at T

HR

EE o

f the

dat

a pi

eces

ha

ve b

een

used

mea

ning

fully

.

E

The

res

pons

e sh

ows e

vide

nce

that

TW

O o

f the

dat

a pi

eces

hav

e be

en u

sed

mea

ning

fully

.

Not

es:

1.T

he d

ata

piec

es a

re:

�90

% (p

erce

ntag

e of

seed

s tha

t will

ger

min

ate)

�70

% (p

erce

ntag

e of

ger

min

ated

seed

s tha

t will

bec

ome

prod

uctiv

e)

�18

(num

ber

of p

rodu

ctiv

e w

heat

pla

nts r

equi

red)

�55

0 (n

umbe

r of

row

s)

�10

0 (w

idth

of f

ield

)

�27

000

(see

ds p

er k

g)

2.A

n ob

serv

able

min

or e

rror

is a

n in

corr

ect r

esul

t to

a co

rrec

tly st

ated

ope

ratio

n or

a

tran

scri

ptio

n er

ror.

3.A

dat

a pi

ece

is u

sed

mea

ning

fully

, if w

here

it is

use

d is

abl

e to

form

par

t of a

com

plet

e so

lutio

n if

corr

ectly

exe

cute

d.

Mod

el R

espo

nses

:

1.N

umbe

r of

seed

s for

18

prod

uctiv

e pl

ants

per

met

re o

f row

is

= 2

8.57

or

29

seed

s to

be p

urch

ased

wei

ght o

f see

ds is

Am

ount

of s

eed

need

ed is

59

kg.

2.m

= 1

800

plan

ts p

er r

ow

row

s = 9

90 00

0 pr

oduc

tive

whe

at p

lant

s per

hec

tare

1 kg

= 2

7 000

seed

s

90%

ger

min

ate

= =

24 30

0 se

eds g

erm

inat

e pe

r kg

70%

to b

ecom

e pr

oduc

tive

plan

ts =

=

17 01

0 pr

oduc

tive

seed

s per

kg

For

990 0

00 p

rodu

ctiv

e se

eds

ther

efor

e ne

ed to

pur

chas

e 58

kg

of se

eds.

180.

90.

7----

--------

---------

550

100

2915

9500

0=

1595

000

2700

0

--------

--------

------

59

.07

=

1810

0

1800

550

0.9

2700

0

0.7

2430

0

990

000

17 0

10

--------

--------

----

58.2

=

Las

t Pag

e C

ount


54

Item 14

Commentary

Item 14 is a three-star item that tested achievement in CCEs 19 Substitution into formulae, 16 Calculating with or without calculators, 45 Judging and 32 Deducing.

This item required students to discuss whether a large conical pile of wheat, 7.75 metres high, contains enough grain to supply a flour mill with 1500000 kg of wheat, given that wheat grain weighs 800 kg per cubic metre. Students needed to justify their conclusion. The cue directed students to show all steps and to clearly state their conclusion.

An A-grade response needed to show correct determination of value/s to compare the amount stored in the wheat pile with the amount needed by the mill and give the correct conclusion. The response also had to show that the relationship between the height and the radius of the pile was attended to correctly and that substitution into the volume formula was correctly executed.

Some responses provided an incorrect calculation to determine the radius of the pile. The ratio of height to radius was given as 0.5, therefore the height had to be doubled to find the value for the radius. Responses that compared weights of the pile and mill requirement needed only to determine the weight of the pile from the volume. However other responses compared attributes such as the volume of the pile and so had to determine both that and the volume required by the mill.

Students should be aware that if a mathematical formula is provided in an item its use is likely to be part of the response. Using consistent units correctly is an important skill. In this item, for example, attempts were made to provide the conclusion by comparing a volume with a weight rather than by comparing values having the same units — value in kilograms can only be meaningfully compared with a corresponding value in kilograms.

Model response

DA B C N O

100%

Discuss whether the farm business will have enough wheat grain from their last harvest tobe able to supply the amount required by the flour mill. Their conical pile is 7.75 metres high and wheat grain weighs 800 kg/m3. Justify your conclusion.

........................................................................................

........................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

Show all steps.

Clearly state your conclusion.

r =

v =

=

Weight =

So r = = 15.5

= 1949.8 m3

1949.8 x 800 = 1 559 840 kg

Yes they have.

h0.5π r2 h

3π x 15.52 x 7.75

3

7.750.5


UN

IT E

IGH

TIT

EM 1

4

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 4

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

19Su

bstit

utin

g in

form

ulae

45Ju

dgin

g

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

32D

educ

ing

C

The

res

pons

e

�sh

ows e

vide

nce

of u

sing

the

h an

d r

rela

tions

hip

�sh

ows c

orre

ct su

bstit

utio

n in

to th

e vo

lum

e fo

rmul

a�

dete

rmin

es r

equi

red

valu

e/s f

or a

cr

edita

ble

com

pari

son

�pr

ovid

es a

con

clus

ion

cons

iste

nt w

ith th

e ca

lcul

ated

val

ue/s

. OR

The

res

pons

e

�pr

ovid

es T

WO

val

id st

eps c

orre

ctly

m

anag

ed.

A

The

res

pons

e

�sh

ows e

vide

nce

of th

e h

and

r rel

atio

nshi

p at

tend

ed to

cor

rect

ly�

show

s cor

rect

subs

titut

ion

into

the

volu

me

form

ula

�co

rrec

tly d

eter

min

es re

quir

ed v

alue

/s fo

r a

cred

itabl

e co

mpa

riso

n�

give

s the

cor

rect

con

clus

ion.

No

inco

rrec

t wor

king

or

inva

lid o

pera

tions

ar

e us

ed to

arr

ive

at th

e co

nclu

sion

.

B

The

res

pons

e, a

llow

ing

for

at m

ost o

ne

obse

rvab

le m

inor

err

or a

nd

cons

eque

ntia

lly c

orre

ct v

alue

s,

�sh

ows e

vide

nce o

f the

h a

nd r

rela

tions

hip

atte

nded

to c

orre

ctly

�sh

ows c

orre

ct su

bstit

utio

n in

to th

e vo

lum

e fo

rmul

a�

dete

rmin

es r

equi

red

valu

e/s f

or a

cr

edita

ble

com

pari

son

�pr

ovid

es a

con

clus

ion

that

is c

onsi

sten

t w

ith th

e ca

lcul

ated

val

ue/s

.

No

inva

lid o

pera

tions

are

use

d to

arr

ive

at

the

conc

lusio

n

OR

The

resp

onse

�sh

ows e

vide

nce o

f the

h a

nd r

rela

tions

hip

atte

nded

to c

orre

ctly

�sh

ows c

orre

ct su

bstit

utio

n in

to th

e vo

lum

e fo

rmul

a �

corr

ectly

det

erm

ines

requ

ired

val

ue/s

for

a cr

edita

ble

com

pari

son.

No

inco

rrec

t wor

king

or

inva

lid o

pera

tions

ar

e us

ed to

obt

ain

the

valu

e/s f

or

com

pari

son.

D

The

res

pons

e sh

ows a

ny T

WO

of t

he

follo

win

g

�ev

iden

ce o

f usi

ng th

e h a

nd r

rela

tions

hip

�su

bstit

utio

n in

to th

e vo

lum

e fo

rmul

a�

the d

eter

min

atio

n of

a v

alue

that

coul

d be

us

ed fo

r a

cred

itabl

e co

mpa

riso

n �

a co

nclu

sion

con

sist

ent w

ith th

e ca

lcul

ated

val

ue/s

. OR

The

res

pons

e �

prov

ides

ON

E v

alid

step

cor

rect

ly

man

aged

.

Not

es:

1.T

he h

and

r re

latio

nshi

p is

att

ende

d to

cor

rect

ly if

the

radi

us is

dou

ble

the

heig

ht.

2.A

cre

dita

ble

com

pari

son

can

be m

ade

betw

een

two

wei

ghts

or

two

volu

mes

or

two

heig

hts o

r tw

o ra

dii w

here

the

units

mat

ch.

3.A

n ob

serv

able

min

or e

rror

is a

n in

corr

ect r

esul

t to

a co

rrec

tly st

ated

ope

ratio

n or

a tr

ansc

ript

ion

erro

r.

4.Va

lid st

eps a

re:

�de

term

inin

g th

e ra

dius

/ vo

lum

e / w

eigh

t for

the

pile

of w

heat

har

vest

ed

or

�de

term

inin

g th

e vo

lum

e / r

adiu

s / h

eigh

t for

the

whe

at r

equi

red.

5.A

val

id st

ep is

cor

rect

ly m

anag

ed if

it u

ses t

he c

orre

ct o

pera

tion/

s to

arri

ve a

t a c

onse

quen

tially

co

rrec

t res

ult f

or th

at st

ep.

6.N

one

of th

e va

lues

800

, 400

, 7.7

5 or

1 50

0 000

may

be

used

as t

he v

alue

of t

he r

adiu

s.

Mod

el R

espo

nse:

(com

pari

ng w

eigh

ts)

r =

So

r =

= 15

.5

V = =

= 1

949.

8 m

3

Wei

ght

==

1 55

9 84

0 kg

Yes

the

y ha

ve.

h 0.5

-------

7.75 0.5

--------

--

r2 h

3----

--------

---- 15.5

27.

753

--------

--------

--------

--------

-------

1949

.880

0


56

Mar

king

Sch

eme

Mar

king

Uni

t 2 5

of 5

UN

IT E

IGH

TIT

EM 1

4M

odel

Res

pons

e:

(com

pari

ng v

olum

es)

r =

r =

=

15.

5

Vol

of

pile

= = =

194

9.8

Vol

req

uire

d =

The

re is

an

adeq

uate

sup

ply

of g

rain

.

h 0.5

-------

7.75 0.5

--------

--

r2 h

3----

--------

---- 15.5

27.

753

--------

--------

--------

--------

-------

1500

000

800

--------

--------

--------

18

75=

Mod

el R

espo

nse:

(c

ompa

ring

rad

ii)

Vol

ume

requ

ired

=m

3

V =

1875

=

1875

=

r2 =

231

radi

us r

equi

red

=15

.2

but

r = =

= 1

5.5

m

Pile

con

tain

s en

ough

whe

at t

o su

pply

mill

.

1500

000

800

--------

--------

--------

18

75=

r2 h

3----

--------

----

r2 h

3----

--------

----

r2 7

.75

3----

--------

--------

---

h 0.5

-------

7.75 0.5

--------

--

Mod

el R

espo

nse:

(c

ompa

ring

hei

ghts

)

Vol

ume

requ

ired

=m

3

=0.

5 r

= =

2h

V = =

(2h)

2 h =

h =

hei

ght r

equi

red

=7.

65 m

The

re is

eno

ugh

grai

n as

7.7

5 >

7.65

.

1500

000

800

--------

--------

--------

18

75=

h r---h 0.5

-------

r2 h

3----

--------

----

3V

318

754

h3

447.

63

Las

t Pag

e C

ount


Date post:	14-Sep-2019
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