CLERMONT STATE HIGH SCHOOL
YEAR 7-12 CURRICULUM, ASSESSMENT AND
REPORTING PLAN 2015
Statement of Intent
The Year 7-12 Curriculum, Assessment and Reporting Plan for 2015 specifies the framework
within which Clermont State High School will deliver the curriculum for Year 7-12 from 2015, as
we aspire to deliver a quality curriculum that optimises learning for all students.
Our school Curriculum, Assessment and Reporting Plan is based on the assumption that every
student can learn and that responding to the particular learning needs of students is central to
teaching.
Our plan captures the way in which we:

Provide students with the required curriculum

Assess, monitor and capture student achievement

Set high expectations for each student and respond effectively to their current levels of
achievement and different rates of learning

Prepare students to exit schooling with the foundation for successful lifelong learning and
participation in the community

Keep parents and students informed of students’ achievement throughout their schooling
At Clermont State High School we aspire to provide as much diversity as possible in our
curriculum while ensuring that differentiated opportunities for extension and support are provided
for all of our learners.
This Curriculum Plan is subject to ongoing review in order to ensure its responsiveness to the
emerging needs and interests of our students, staff capacity, support from our P&C Association
and systemic requirements. It documents the curriculum, assessment, reporting, planning,
pedagogy and learning strategies that underpin the Teaching and Learning cycle at Clermont
State High School.
Our Curriculum Plan aspires to best contemporary education practice, drawing as it does upon
the Australian Curriculum for English, Mathematics, Science, History and Geography in Years 7
to Year 10, the Queensland Curriculum for the remaining areas of the curriculum in Years 7 to 10,
the Year 10 Guidelines and the Queensland Senior Schooling Curriculum for Years 11& 12.
The plan documents the curriculum that is offered at Clermont State High School from Years 712. It also includes Senior Education and Training (SET) plans, niche programs and vocational
opportunities.
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Our school’s curriculum is underpinned by the mission statement of the school which is to
provide “Learning Excellence in a Rural Setting”, within a context of Respect and Studentship.
1. Curriculum provision
1.1 Curriculum to implement
Clermont State High School continues to implement the Australian Curriculum informed
by State Schools implementation of Phases 2&3 Australian Curriculum F (Prep)-10,
Recommended curriculum time allocations for Queensland state schools- 2014-2016
and Languages in Queensland state schools. The Australian Curriculum is being
implemented in English, Mathematics, Science, History and Geography, including
teaching, assessment and reporting. Teachers at Clermont State High School access a
range of materials to implement the Australian Curriculum, including the Queensland
Curriculum and Assessment Authority advice, guidelines and resources and the
Curriculum into the Classroom (C2C) materials for state schools. The C2C materials
provide comprehensive curriculum and planning documents which are variously adopted
and adapted to meet the needs of our students and customised to suit our context.
At Clermont State High School the Queensland curriculum for Years 7-10 is
implemented as follows:
The remaining Queensland curriculum is implemented for Technology, Health and
Physical Education and the Arts. In Years 7, 8 and 9, Clermont State High School
addresses the essential learnings in one or more of the Arts, subject to staff capacity. At
a small school such as ours, is usually only possible to offer one Arts subject due to
staffing constraints.
The Languages in Queensland State Schools Framework is implemented in Year 6, 7
and 8. Japanese is the current language on offer.
Languages in year levels other than Years 7 and 8 are provided based on the needs of
the students and the local community. There is no strong desire from the local
community for languages to be offered beyond Year 8, and no students currently study a
language beyond this year level.
A program for Year 10 is informed by the Year 10 Guidelines (Queensland Curriculum
and Assessment Authority), incorporating the available Australian Curriculum.
Recommended curriculum time allocations for Queensland state schools – 2014-2016
are met. These time allocations are adjusted for students on a highly individualised
learning plan requiring high intensity support, and documented in the student’s Individual
Curriculum Plan.
A curriculum for students with a disability is provided.
Standard Australian English is used as the basis for teaching, including the teaching of
spelling.
Every Year 10 student completes a Senior Education and Training (SET) plan and has
several opportunities to review these documents during Year 11 and 12.
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All students in Years 11 and 12 at Clermont State High School have a program of
learning that allows them to attain a Senior Education Profile including a Queensland
Certificate of Education (QCE) or a Queensland Certificate of Individual Achievement
(QCIA), or a Tertiary Entrance Statement. The school offers Authority subjects,
Authority-registered subjects and vocational offerings. The International Baccalaureate
Diploma is not offered at Clermont State High School.
Students in Years 11 and 12 are provided with the opportunity to take up School-Based
Traineeships and Apprenticeships while having a reduced subject load.
Students in Years 11 and 12 are also provided with the opportunity to study subjects via
the Brisbane School of Distance Education should a particular subject of interest to a
student not be offered at the school.
Vocational qualifications provided meet the requirements of nationally endorsed training
packages and accredited courses.
Information and communication technologies are used to enhance student learning in the
required curriculum across the school.
CURRICULUM OFFERINGS AT A GLANCE AT CLERMONT STATE HIGH SCHOOL IN 2015
YEAR 7&8
YEAR 9
Each semester
students study
six compulsory
subjects and
sample four
electives on a
term-by-term,
rotational basis
each semester.
Students study
five compulsory
subjects and two
electives each
semester.
YEAR 10
YEAR 10
Semester One
Semester Two
Students study
five compulsory
subjects and two
electives.
Students study
five compulsory
subjects and two
elective
subjects.
Students are
provided with
the opportunity
to select units of
study that will
prepare them for
the senior
curriculum on
offer.
YEAR 11& 12
EXTRAS
Year 11&12
students study
two compulsory
subjects and
four elective
subjects each
semester.
ENGLISH
English
English
English
English
English
‘Grin and Tonic’
performances
English
Communication
MATHEMATICS
Mathematics
Mathematics
Mathematics
Foundation
Mathematics
Mathematics A
Mathematics B
Extension
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Australian Maths
Competitions
Mathematics
Prevocational
Mathematics
Science
Biological
Science
SCIENCE
Science
Science
Science
Local area excursions
Field Trips
Chemistry
Guest Speakers
HUMANITIES
History
History
History
History
Modern History
Local area excursions
Geography
Geography
Geography
Geography
Geography
Field Trips
Lifestyle
Physical
Education
Physical
Education
Field Trips
HEALTH & PHYSICAL EDUCATION
Health&
Physical
Education
Health &
Physical
Education
Health & Physical
Education
Dynamic
Physical
Education
Excursions
Physical
Recreation
(Recreation
Studies)
BUSINESS EDUCATION
Business
Information
Technology
Business
Information
Technology
Business
Information
Technology
Business
Information
Technology
Certificate 11 in
Business
Sharemarket Game
Industrial
Technology
(Manufacturing)
Industrial
Technology
(Manufacturing)
Engineering
Studies
Clermont Show
Industrial
Technology
(Woodwork)
Industrial
Technology
Woodwork
Home
Economics
Home Economics
Home
Economics
Certificate 11 in
Hospitality(Kitch
en Operations)
Catering for community
events
Art
Art
Art
Visual Art
School Magazine
INDUSTRIAL DESIGN & TECHNOLOGY
Industrial
Technology &
Design
Industrial
Technology &
design
Furnishing
Studies
HOME ECONOMICS
Home
Economics
VISUAL ART
Art
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Certificate 11 in
Information,
Digital Media &
Technology
LANGUAGES OTHER THAN ENGLISH (JAPANESE)
Japanese
N/A
N/A
N/A
N/A
Cultural celebrations
Agricultural
Studies
Agricultural
Studies
Agriculture &
Horticulture
Local Area Excursions
AGRICULTURAL STUDIES
Agricultural
Science
Agricultural
Science
Field Trips
Clermont Show
OTHER
Literacy &
Numeracy
Skills
Improvement
Certificate 11 in
Workplace
Practices
Literacy&Num
eracy Skills
Improvement
Work Experience
QCS Test
Preparation
SAT/TAFE Work
Social &
Emotional
Wellbeing
Social &
Emotional
Wellbeing
Social &
Emotional
Wellbeing
Social &
Emotional
Wellbeing
Social &
Emotional
Wellbeing
Guest speakers
1.2 School curriculum plan development
The Curriculum, Assessment and Reporting Plan for Clermont State High School has
been developed at the whole-school level, with year level and unit level plans which
address all learning areas to be progressively reviewed and refined during 2016 to
ensure coherence and alignment with current systemic requirements.
Clermont State High School records its context-specific interpretation of syllabus
documents through work programs and unit plans. These are
developed/adapted/adjusted to meet both systemic requirements and the needs and
circumstances of our students. They are developed by teachers in the respective
faculties, collaboratively where possible. Teachers who are the sole practitioners in their
subject areas are encouraged to collaborate with colleagues from other schools and
district panel chairs.
Curriculum into the Classroom (C2C) materials are adopted and adapted in developing
plans for English, Mathematics, Science, History and Geography in Years 7-10.
Programs based on the Queensland Curriculum are progressively reviewed and updated
to ensure ongoing relevance.
Work is underway to develop protocols for the moderation and quality assurance of units,
including the incorporation of Thinking Skills, Aboriginal and Torres Strait Islander
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perspectives and the mapping of Literacy and Numeracy across the Year 7-10
curriculum.
Curriculum offerings will be reviewed annually from 2015 to ensure their ongoing
responsiveness to site-based needs and systemic initiatives. From time to time, it may
become necessary to rationalise offerings based on student interest and staff capacity.
1.3 Providing the curriculum
Clermont State High School enacts a pedagogical framework, in conjunction with state
and regional requirements. Under the umbrella of the Dimensions of Teaching and
Learning Model, Clermont State High School has implemented Explicit Instruction as its
signature pedagogy. In keeping with this methodology, both teachers and students have
a heightened awareness of their respective responsibilities within the lesson sequence.
The school curriculum is informed by student performance data to support the
continuous improvement of student achievement.
Teachers are expected to differentiate the curriculum within the ‘You Do’ phase of the
Explicit Instruction lesson sequence in order to individualise the curriculum so that an
effective response can be made to current levels of student achievement and differing
rates of learning, and so that students can achieve the learning specified for their year
level.
Differentiated learning strategies across and within faculties and year levels are
influenced by the prior learning experiences of students, the task at hand, student
learning style preferences and needs.
The curriculum in Years 11 and 12 draws upon the Common Curriculum Elements. A
wide range of teaching strategies are used, and resources are continually reviewed and
updated, as necessary, by Program Managers in consultation with faculty colleagues.
At Clermont State High School we believe that being responsive to the diverse needs of
all learners is a critical component of effective teaching. To that end, a progressive
review of our policies concerning students with learning support needs, Gifted and
Talented students, students learning English as an additional language or dialect and
Indigenous students will be conducted in line with the current policy documents for
implementation during 2016.
A school homework policy has been developed in consultation with the school
community.
Year 10 Transition Program
Year 10 is the transition year linking the junior and senior phases of learning, and it is a time of
considerable importance in that its purpose is to facilitate as seamless a transition as possible
between the two phases.
SET Plans for Year 10 students
In line with the Education and Training Reforms for the Future (ETRF) agenda, students in Year
10 at Clermont State High School are provided with the opportunity to prepare a Senior
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Education and Training (SET) Plan by the end of their Year 10 studies. The purpose of the SET
planning process is to assist students to conceptualise their learning based upon their individual
abilities, interests and future aspirations. It provides students with a focal point upon which to
explore options for careers and further education. Once developed, the plan is formalised based
upon the agreement of the individual student, parents/caregivers and the school. At Clermont
State High School our Guidance Officer coordinates the SET planning process from the
beginning of Term 3 each year. Upon completion of the process students are well prepared to
make appropriate subject choices for the senior phase of learning. Students are also provided
with opportunities to attend various career expos and a Year 10 to 11 Subject Information
Evening.
Year 10 students are provided with information concerning subject offerings for Year 11 and 12
early in Term 4 each year.
Certification during Year 10
During Year 10 students at Clermont State High School open their Learning Accounts and
commence banking credit towards their Queensland Certificate of Education (QCE). The
Learning Accounts provide an electronic record of student learning and achievement. Students
and parents/caregivers are able to peruse Learning Accounts through the Career Information
Service (CIS) by using their LUI and password.
2. Assessment
2.1a) Assessment in the Junior Curriculum
At Clermont State High School all students are provided with Assessment Schedules within the
first two weeks of every semester. These schedules alert students and parents to the type of
assessment and accompanying due dates. There is an expectation that teachers will provide
students with task/criteria sheets for all assessable items at the beginning of each unit of work. A
variety of assessment types is used, and quality classroom assessment aligned to the curriculum
is expected.
When using and modifying C2C materials, C2C assessments for English, Mathematics, Science,
History and Geography are adopted or adapted to align with content descriptions and the
required achievement standards.
Barriers that prevent students from demonstrating what they know, understand and can do are
identified and minimised, including special provisions in the conditions of assessment.
Students at Clermont State High School are comprehensively prepared for standardised testing
such as the National Assessment Program – Literacy and Numeracy – by their teachers.
Prescribed assessments are administered.in accordance with the required protocols.
2.2a) Making judgments about student performance in the Junior Curriculum
As range of evidence of student learning to assess student achievement and monitor student
progress is used.
The quality of each student’s achievement is judged using the following standards:
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Australian Curriculum achievement standards for English, Mathematics, Science, History and
Geography.
Years 1-9 QCAR Framework Standards for Health and Physical Education, Technology and the
Arts
Years 4-9 QCAR Framework Standards for Languages
Each learning area in the Queensland Curriculum and Assessment Authority Year 10 Guidelines
for subjects other than English, Mathematics, Science, History and Geography.
Junior Curriculum Assessable Elements
English
Mathematics
Science
History/Geogr
aphy
Health&Physical
Education
The Arts
Technology
LOTE
Knowledge
and
understandi
ng
Knowledge
and
understanding
Knowledge
and
Understanding
Knowledge
and
Understanding
Knowledge and
understanding
Knowledge
and
understanding
Knowledge
and
understanding
Knowledge
Interpreting
texts
Thinking and
Reasoning
Investigating
Investigating
Investigating
Creating
Investigating
and designing
Comprehen
ding texts
Constructin
g texts
Communicatin
g
Communicatin
g
Communicatin
g
Planning
Presenting
Producing
Composing
texts
Participating
Implementing
and applying
Responding
Evaluating
Intercultural
competence
Reflecting
Reflecting
Reflecting
Reflecting
Reflecting
Appreciatin
g Texts
Reflecting
Reflecting
Reflecting
Examples of Junior Curriculum assessment techniques
Assessable Practical
Non-written task
Taped Oral Presentation
Assignment
Objective Short Answer Test
Teacher Observation
Assignment (varying word lengths)
Ongoing Assessment
Team Sport
Assignment- Group
Oral Presentation
Test – Class
Assignment-Letter Folio
Performance Drama
Test – Competency
Assignment –Oral and written
Practical Activity
Test – Essay
Assignment – Practical
Practical cooking skills
Test – Extended Response
Assignment – Problem Solving
Practical Examination
Test – Listening
Booklet/Folder
Practical Exercise Test
Test – Objective
Breakfast Exam
Practical Folio
Test – Practical
CAD Drawing
Practical project work
Test – Reading
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and
understandi
ng
Construction Task
Presentation
Test – Short Response Item
Content test
Reading Task
Test – Speaking
Design Folio
Report
Test – Structured/Open-ended item
Examination
Research Project
Test – Theory
Excursion
Research Task- Oral
Test – Theory and Practical
Experiments
Research Task – Written
Test – Writing
Extended Writing Task
Response to Stimulus Essay
Textile Skills
Field Report
Response to Stimulus Test
Textile Theory Exam
Field Study
Scientific Report
Unseen Essay
Folio
Script/ Folio
Voice Theory Exam
Internet usage (Research)
Short Response Items
Weekly Cookery
Listening Task
Short Response Test
Workshop skills
Major Resolved Artwork
Speaking Task
Writing Task
Module Competency
Student Booklet
Written Portfolio
Module Test
Supervised Practical Report
2.1b)Assessment in the Senior Curriculum
The Queensland Curriculum and Assessment Authority processes are implemented and the
assessment requirements specified in Senior syllabuses, Study area specifications, Vocational
education and training certificates within the Australian qualifications framework are met, as is
the Queensland Certificate of Individual Achievement (QCIA) for those students for whom it is
appropriate.
All students are registered with the Queensland Curriculum and Assessment Authority in the year
before they turn 16 or before the student completes Year 10, whichever occurs first, to open an
individual learning account.
The Queensland Curriculum and Assessment Authority is supplied with students’ enrolment and
results information for the students’ learning accounts.
Students are comprehensively prepared for standardised testing such as the Queensland Core
Skills Test by their teachers during Years 11 and 12. The QCS Test is administered to eligible
students.
The assessment of Authority subjects at Clermont State High School follows all mandated
Queensland Curriculum and Assessment Authority policies and procedures. Authority-Registered
subjects containing Vocational Education and Training elements undergo an internal audit each
year and an external audit when designated. A range of assessment strategies are used in Years
11 & 12.Year 12 students seeking university entrance sit for the Queensland Core Skills (QCS)
test in order to gain an Overall Position (OP).
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Authority subjects are based on Queensland Curriculum and Assessment Authority syllabi from
which school-based work programs are derived. These work programs are quality-assured
before accreditation by subject area panels appointed by the Queensland Curriculum and
Assessment Authority.
Authority-Registered subjects with components of Vocational Education and Training are audited
in keeping with the standards of the Australian Quality Training Framework.
The Year 11 & 12 curriculum at Clermont State High School is subject to regular review, in
accordance with the relevant authorities. Review opportunities exist in faculty meetings at the
school level, while the school currently has panellists in English and Health and Physical
Education,who are able to offer advice to faculty colleagues.
Queensland Certificate of Education
The Queensland Certificate of Education (QCE) is a qualification awarded to students who have
reached set standards in a ‘significant amount of learning”, and who have fulfilled the required
literacy and numeracy standards. A formal qualification issued by the Queensland Curriculum
and Assessment Authority, the QCE has replaced the Senior Certificate. Students may use
qualifications gained out of school to gain credit towards a QCE. Senior students at Clermont
State High School are reminded to keep a record of their LUI numbers and to make periodic
checks to track their QCE progress on the QCAA database.
Regardless of their chosen pathway through the senior years, students at Clermont State High
School are supported to ensure that their study and training will qualify them to receive a
Queensland Certificate of Education (QCE).The School Leadership Team and the Guidance
Officer review progress with students following each reporting period.
Examples of Senior Curriculum assessment techniques
Assessable Practical
Module Competency
Student Booklet
Assignment
Module Test
Supervised Practical Report
Assignment (varying lengths)
Non written Task (NWT)
Taped Oral Presentation
Assignment – Group
Objective Short Answer Test
Teacher Observation
Assignment – Letter Folio
Ongoing Assessment
Team Sport
Assignment – Oral and Written
Oral Presentation
Test – Class
Assignment Practical
Peer Assessment
Test – Competency
Assignment – Problem Solving
Performance Drama
Test – Essay
Booklet/Folder
Practical Activity
Test – Extended Response
Bookmark
Practical cooking skills
Test – Listening
CAD Drawing
Practical Examination
Test – Objective
Construction Task
Practical Exercise Task
Test – Practical
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Content Test
Practical Folio
Test – Reading
Design Folio
Practical project work
Test – Short Response item
Examination
Presentation
Test – Speaking
Excursion
Reading Task
Test – Writing
Experiments
Report
Test – Theory
Extended Writing Task
Research Project
Test – Theory and Practical
Extended Writing Assignment
Research Task, Oral
Test – Structured/open-ended)
Field Report
Research Task, written
Textile Skills
Field Study
Response to Stimulus Essay
Textile Theory Exam
Folio
Response to Stimulus Test
Unseen Essay
Homework Tasks
Scientific Report
Voice Theory Exam
Internet usage (Research)
Script/Folio
Weekly Cookery
Listening Task
Short Response Items
Workshop Skills
Major Resolved Artwork
Short Response Test
Writing Task
Speaking Task
Written Portfolio
2.2b) Making judgements about student performance in the Senior Curriculum
At Clermont State High School a range of evidence of student learning is used to assess student
achievement and monitor student progress in the Senior Curriculum. The quality of each
student’s achievement is judged using the Years 11 and 12 exit standards and the units of
competency in nationally endorsed training packages and nationally accredited vocational
education and training courses.
On-balance judgements across a range and balance of assessment items are used to award an
overall level of achievement.
Moderation practices, both internal and external, support consistency in teacher judgements and
comparability of reported results.
Queensland Curriculum and Assessment Authority procedures for moderation and certification
are adhered to.
3. Reporting to parents
3.1 Reporting
At Clermont State High School the appropriate report format in OneSchool is completed to issue
a written report to parents four times a year on the learning area/subjects studied in the reporting
period.
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The five-point scale nominated for the year level is used to report student achievement in each
learning area/subject studied.
On request from a parent, a student’s achievement in the learning areas and subjects studied,
relative to that of other students in their peer group at the school is provided, subject to the
privacy of individual being maintained.
Effort and Behaviour are reported on as specified.
For students who are provided with a different year level curriculum than their age cohort for the
reporting period in one or more learning areas, as documented in the Individual Curriculum Plan,
the comments section of the report indicates the particular year level curriculum with which the
student has been provided for the learning areas and subjects during the particular reporting
period, in negotiation with parents.
Students who are learning English as an additional language or dialect (EAL/D) in their first 12
months of Australian schooling may be exempt from the 5-point scale reporting requirement, if
this is judged necessary by the Principal. For these students, reports contain a written statement
concerning the student’s English language proficiency against the Bandscales State Schools
(Queensland) for EAL/D learners and achievement in the learning areas/subjects of the
curriculum where appropriate.
Parents are offered the opportunity, three times a year, to meet formally to discuss their child’s
educational performance at the school with their child’s teachers. Opportunities to meet with
teachers at any time outside of the designated times are accommodated.
Parents are provided with reports provided by the Queensland Curriculum and Assessment
Authority on their child’s results on the Year 7 and 9 NAPLAN tests in a timely manner.
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