Each outcome would be elaborated to identify the underpinning knowledge, concepts and skills to assist teachers and students in their understanding about what would be involved in achieving the outcome:
Transfer of Energy Outcome
Students understand that energy can be transferred between objects and systems.
In achieving this outcome, students understand that:
• the energy from a source can be used for different purposes;
• objects can act as absorbers, reflectors and/or transmitters of energy;
g
• energy can be transferred between objects and systems by various mechanisms; and
• the concepts of energy conservation and efficiency apply in processes of energy transfer.
60 Post-Compulsory Education Review Position Paper
1
4.2 Scales of Achievement
For each outcome in a course of study there would be a scale of achievement. A given level on one scale of achievement would be comparable in cognitive complexity and depth and/or physical skills to a corresponding level on all other scales of achievement. Each level on the scale would be described and further elaborated with indicators of achievement drawn from the various identified content areas.
An example of a scale of achievement from the Physics course of study is illustrated below.
This scale indicates student achievement of the
Transfer of Energyoutcome. Achievement of the outcome is continuous across the five levels, but differs qualitatively as the student progresses to each higher level.
It would be assumed that a student demonstrating achievement at Level 4 was able to demonstrate consistently the requirements of Level 3 and below, but not those at Level 5.
Transfer of Energy Outcome
Students understand that energy can be transferred between objects and systems.
t---••' - 4: .
'‚
Level 1
Level 2
Level 3 ,
►el 4
scale of Achievement
• Students understand that some materials are more effective in . transferring energy than others.
> y
• Students understand that in an interaction, energy can be transferred by waves and force, and that the effectiveness of this transfer can be described by the concepts of efficiency and power.
Students understand that energy transfers and interactions occur in systems where the results are the generation of useful work and energy conservation..
Students understand that processes of energy transfer in energy systems can be controlled, enabling changes to be made more
• efficiently.
Students understand that predicting and controlling the energy
• transfer within and between systems is based on principles and
= theories of energy transfer and the relative magnitude of energy
• interactions.
Post-Compulsory Education Review Position Paper 61
i
UTE99 Electrotechnology;Industry Training Package
¡CUЕ98 Entertainment
I
nndustry Training Package - Certificate 2-3Electricity and Magnetism
ratus
1 :•
t Waves
• Forces and Movement' On this scale, each level would be elaborated with indicators of achievement, such as the following example for Level 4 of the Transfer of Energy outcome in the Physics course of study:
Indicators of Level of Achievement
.... ..
. . J . C ‚f' ‚„i - -T.. ,r.;. .. ь.. , td.. ми.. . ч .а
w...:а-K su .. а.. -..а ...л л
Level 4 ,;. Students understand that processes of energy transfer in energy systems can be controlled, enabling changes to be made more efficiently.
• Understand reflection, refraction, critical angle and diffraction as light waves interact
• with materials, and understand mechanisms for controlling optical signals: for example, the use of laser light pulses and materials of different optical density to transfer digital signals in telecommunications systems.
• Understand energy transfer by conduction, convection and radiation in materials, and mechanisms for controlling energy transfer: for example, the use of materials to facilitate or impede the transfer of heat energy in domestic and everyday contexts.
• Understand how interactions between particles and materials can be controlled to result in useful nuclear energy: for example, the use of control rods and moderators in the design and operation of nuclear fission reactors.
• Understand the behaviour of materials in an electrical circuit in terms of models of charge flow and energy transfer: for example, the operating principles and use of potentiometers in electrical/electronic devices to divide voltage in different parts of circuits.
• Understand the phenomena of inertia, momentum, force and impulse and their interrelationships during energy change interactions: for example, the use of materials to absorb energy and increase the time for which a force acts in order to minimise the effects of sudden change in momentum during a collision.
The underpinning knowledge and skills for Units of Competency from the VET Training Packages would be taken into account during the development and elaboration of the scales of achievement.
A sample of relevant Units is listed below:
Physics Course of Study Content
Area National Training Package Unit of Competency
UTENES001 bA: Undertake basic work activities-Electrical
UTENES201bA: Perform basic repair to electricaVelectronic apparatus-Electrical UTENES401bA: Perform functional appa checks-Electrical
CUETGE1A Undertake simple sound, light A-V activities
CUESOU3A Operate sound equipment
FMEI98 Metal and Engineering ng 1Е12.5C12 Measure with
`Training Package - ' graduated devices
Certificate 1-2 • МЕC2.8C10 Perform computations
62 Post-Compulsory Education Review Position Paper
4.3 scope of the Curriculum
This section would outline what teachers need to do to ensure that all students enrolled in the course of study:
• maximise their achievement of the outcomes for the course of study;
• demonstrate their achievement in school-managed and external assessment; and
• satisfy any requirements of post-school destinations for which the course of study is a prerequisite.
Within a course of study there are likely to be content areas: for example, in a Physics course of study, these might include:
Waves
Heat and Cooling
Radioactivity and Nuclear Energy Electricity and Magnetism
Forces and Movement
The specific knowledge, understandings, skills and values where applicable, that are essential for students to achieve the outcomes for the course of study would be identified for each level on the scale of achievement.
For example, for a student to achieve the outcomes of the Physics course of study within the Waves content area, the essential knowledge, understandings and skills could include:
Content Area - Waves
,sound, light, microwaves and several other forms of energy travel by means of waves. This content
¡
area includes the characteristics of waves, the transfer of energy by waves, interactions between waves and matter, and interactions between waves and other waves.In learning about waves, students develop conceptual understandings and skills relevant to:
• Types of waves and wave characteristics
• Wave interactions — with materials and with other waves - Production, transmission and detection of waves
Controlling the transfer of energy by waves
Content areas and specific levels of achievement recommended by post-school destinations as prerequisites for entry would be identified.
Post-Compulsory Education Review Position Paper 63
The scope section would also describe in each content area the specific knowledge, understandings and skills essential for students to achieve the outcomes for the course of study at each level on the scale of achievement.
For example, within the Waves content area of the Physics course of study the specific knowledge, understandings and skills essential for students to achieve the outcomes could be:
• the nature and properties of waves
1
0
, transfer of energy by waves
•
interactions of sound and light waves with absorption, transmission and reflection of materials
waves • reflection, refraction and diffraction of waves
• production and detection of sound • interference of waves and standing waves
• vision and the colour of objects • polarisation and modulation of waves
• sound levels and sound intensity
• spectra and the Doppler effect
• electromagnetic radiation
Account would need to be taken of incorporating Units of Competency (for example, CUETGEIA Undertake simple sound, light and audio-visual activities and CUESOUЭA Operate sound equipment) in the design of the curriculum for the Waves content area.
,Content Area
-
Waves,For students to achieve the outcome to Level 1 For students to achieve the outcome to the Level 5
¡they would need to learn about the following: they would need to learn about the following:
i• types and characteristics of waves
64 Post-Compulsory Education Review Position Paper