Standards Guide sample by School Curriculum and Standards Authority

Economiics Stag ge 3 – sample s respons r se Question Q 28((a) arious ways in which the Explain E the va e Australian economy is linked to the e economiess of Asia. Us se examples to support your e explanation. (8 8 marks) The T following is an extract from the an nswer and ha as been type ed for ease of re eading. The ffull response e is available e in the 2011 Standards Guides. G

Excellent res sponse E 7..5/8 marks

The T close geo ographic pro oximity of Aus stralia to the se countries s experiencing strong economic gro owth is respo onsible for the strong trad de and touris sm links betw ween the nations. Asian countries are a major tourist desttination for Australians A while w the Australian A tou urism industrry also gains from inboun nd Asian tourrists. The T Asian co ountries are also a sourrce of foreig gn investmen nt for the Au ustralian economy. Th his has particcularly been n the case in n the mining g sector whe ere high demand from m Asian countries is enco ouraging exp pansion. With h higher proffits to be made m firms are increasing g output and d employmen nt. This raise es national in ncome in Australia. A Asian countriess are the sou urce of some e of these in nvestment funds. For example Chin nese investorrs have rece ently been ke een to invest in Australia’s mining companies. S Similarly Ausstralian firms s may also undertake fo oreign investtment in Asian A countrie es, thus crea ating a link be etween the A Australian an nd Asian economies.

Iddentifies and explains fooreign investment as an addditional link k between the e A Australian eco onomy and thhe Asian eco onomies, usin ng ann example to o support the e exxplanation.

These T econom mies are also o linked through migratio on flows. Fore eign investm ment may create jobs ffor residentss in other countries c thu us resulting in workers moving between Asia a and Austra alia. Immigrant flows into o Australia fro om Asia has s been a major m source of population growth in recent r decad des. This affe ects the econ nomy by in ncreasing the e size of the e labour forc ce and thus raising prod ductive capa acity and economic gro owth.

S Succinctly exp plains m migration as an a additional linnk between the t Australia an ecconomy and the Asia ecconomies, id dentifying how w thhis impacts on o the A Australian eco onomy.

Exxaminers’ commentss In Part (a) mosst candidatess narrowly focused on the e single trade link betwee en Australia and the economies of Assia. Th his limited the eir mark. Bettter answers explained otther links in terms t of inve estment, tourrism and imm migration.

Terms of use These terms of u use are overrid dden by any specific s terms relating to a particular p page e or documentt on this website. Ma aterial on this w website—apart from any thiird party copyrright material contained in itt—may be freeely copied, or communicate ed on an intranet, fo or non-comme ercial purposes in education nal institutions, provided tha at it is not channged and that the School Cu urriculum and S Standards Authority is ackn nowledged as the copyright owner. Teachers in scho ools offering th he Western Australian Cert ificate of Educ cation (WACE E) may changee WACE cours se material (ap part from course sylla abuses), proviided that the School S Curricu ulum and Stan ndards Authority moral rightts are not infrin nged. Co opying or comm munication forr any other purpose can be done only within the terms of the Copyrigght Act or with h prior written perrmission of the e School Currriculum and Sttandards Auth hority. Copying g or communic cation of any tthird party cop pyright materia al can n be done onlyy within the te erms of the Co opyright Act orr with permissiion of the copy yright owners..

English h Stage e 3 – sam mple response e Question Q 1 Explain E the w ways that lan nguage and aspects of construction n are used to o explore id eas about relationships in either Text 1 or Text 2 (1 15 marks) The T following is the introductory parag graph to the e essay and has been type ed for he 2011 Standards Guides. ease of readin ng. The full response r is available a in th

E Excellent res sponse 144/15 marks

Text 1’, an e extract by Sydney S autho or Pauline N Nguyen inves stigates a variety of ‘T controversial yet thought provoking id deas. The va alue of a childs relations ship with th heir father iss well recognised in mo odern culture e as an important aspec ct of the adult they grrow up to become. b A critical c analyysis of the language em mployed displays the la asting emotio onal impact of violence a at the hands of one’s fath her. First person point o of view is an engaging co onvention wh hich establishes this. Sim milarly by constructing the text so as to end with the recconciliation of o the pair, Nguyen proposes thatt healing is possible p in a damaged re lationship. The T exploratio on of the re elationship b between a pa arent and da aughter is co ommunicated d through the use of la anguage and d plot constru uction.

S Succinctly add dresses the quuestion, iden ntifying reelevant key id deas in Textt 1 annd how the idea of healin ng inn relationship ps is explored d byy the author.

Exxaminers’ commentss Ne early all cand didates were e able to dis scuss family and relation nships. Howe ever, the lacck of close reading r skillss of some responde ents was immediately ev vident when they identifie ed the narra ators of eitheer Text 1 or Text T 2 as ma ale. Ca andidates alsso need to re ead all of the e text; a num mber just foc cussed on an n early point and missed d what was said s about redempttion and reco onciliation in Text 1, for exxample. Mo ost response es focused on narrative elements; e gre eater consideration of ex xpository writting techniqu ues would ha ave added depth to o responses. There was good g discusssion of the narrative arc in i Text 1 butt the discussion of langua age in relation to bo oth texts wass limited. One marker exxpressed a co oncern about candidatess’ use of the key word ‘ide ea’: ‘It is essential tthat ideas arre clearly artticulated; an idea cannott be expresse ed in a singl e word, for example e statting “on ne idea thatt is presente ed is violenc ce” is not m meaningful, “a an idea pres sented is th at violent re elationships are harmful to everryone” is far better’.

Terms of use These terms of u use are overrid dden by any specific s terms relating to a particular p page e or documentt on this website. Ma aterial on this w website—apart from any thiird party copyrright material contained in itt—may be freeely copied, or communicate ed on an intranet, fo or non-comme ercial purposes in education nal institutions, provided tha at it is not channged and that the School urriculum and S Standards Authority is ackn nowledged as the copyright owner. Cu ools offering th he Western Australian Cert ificate of Educ cation (WACE E) may changee WACE cours se material (ap part Teachers in scho from course sylla abuses), proviided that the School S Curricu ulum and Stan ndards Authority moral rightts are not infrin nged. opying or comm munication forr any other purpose can be done only within the terms of the Copyrigght Act or with h prior written Co perrmission of the e School Currriculum and Sttandards Auth hority. Copying g or communic cation of any tthird party cop pyright materia al can n be done onlyy within the te erms of the Co opyright Act orr with permissiion of the copy yright owners..

G Geograp phy Stag ge 3 – sample respons r se Question Q 28((c) Discuss D the vviews and atttitudes of key y stakeholde rs from each h city in respo onse to strate tegies that ap pply sustainable practices to re educe the im mpact of urba an problems. 10 marks) (1 The T following g is one parragraph in th he answer a and has bee en typed for ease of re eading. The ffull response e is available e in the 2011 Standards Guides. G

E Excellent res sponse 9//10 marks

A stakeholderr is a group or o party with a vested intterest in a matter or issue e, in this case, strategiies that applyy sustainable e practices. O holder is One example of a stakeh th he industry, whether it be mainly production (such as in n Japan) or mineral extraction (in WA). The in ndustrial grou ups prioritise profits, as th hey want to maintain a successful business. This T means that while th hey may agrree with the idea of sustainable p practices, the ey will not be willing to participate in establishin ng these sttrategies if tthe costs arre too high. For example e, it is chea aper to build houses using unsusttainable, ma ass produce ed materials,, which is more cost efficient, however this is not a su ustainable ap pproach to m managing urrban sprawl through consolidation.

E Explains the term t ‘sstakeholder’, identifies inndustrial grou ups as sttakeholders for Perth and d T Tokyo, and prresents the sttakeholder viewpoints.

Exxaminers’ commentss Pa art (c) was cchallenging, given g that ca andidates we ere required d to understa and stakehollders, sustainable practicces and urban plan nning strateg gies. The hig gher scoring candidates clearly c identified ‘suitablee’ stakeholde ers. Candida ates wh ho identified ‘suitable’ stakeholders e.g. e Departm ment of Urba an Planning,, Land Deveelopers, Loca al Governme ent, and environme entalists were e able to discuss strateg ies and urba an planning in depth and have suitab ble exampless on wh hich to draw. They also demonstrate ed an underrstanding of strategies th hat attempt to reduce urban problem ms. Ca andidates could link significant conce epts related tto urban geo ography. Man ny of the weeaker responses did not use u akeholder. A local com a ‘suitable’ sta mmunity mem mber or loc cal builder is s not generrally seen as a a significcant akeholder e.g g. my dad. This T then led to a poor disscussion of strategies s and d urban plannning. sta

Hu uman Biologica B al Scien nce Stage 3 – sample s response Question 32( Q a)(i) Im magine you a are Mrs Jone es’s doctor and a are expla aining how th he thyroid gla and works. P Provide a des scription of th he th hyroid hormo one feedbackk loop. (8 8 marks) The T following is the written part of the answer and has been ty yped for ease e of re eading. The diagram sho owing the fee edback loop iis available in the 2011 Standards S Gu uides.

E Excellent res sponse 7//8 marks

(a a)(i) The thyrroid gland works to main ntain metabo lic rate constant. This is done by th he release o of the hormone thyroxin ne from the e thyroid gla and. When levels of th hyroxine are low in the blood, b the bo ody makes ssure that the ey are risen again to make m sure the e body is in homeostasis h s. This T is done b by:  The h hypothalamu us detects lo ow levels of thyroxine in n the blood and this cause es it to release Thyroid Stimulating S h hormone (TS SH) releasing factors. The rreleasing factors travel down porta al systems in n infundulum m to the anterior pituitary. e releasing factors f cause the anterio or pituitary gland to secrete TSH  These into th he blood stre eam.  The tthyroid stimulating hormo ones target o organ is the thyroid t and itt causes the th hyroid to secrete thyroxine.  Thus bringing thyyroxine levels s up to norm mal. A negattive feedback k loop is on the e next page.

Iddentifies the function of hoormones pro oduced by the thhyroid gland.

Iddentifies the componentss annd comprehe ensively deescribes the processes thhat occur in the t thyroid.

Exxaminers’ commentss Ca andidates oftten did not prrovide enoug gh detail in exxplaining the e feedback lo oop and manny omitted po oints describiing the e transport of hormones in i the blood to target org ans.

Mod dern His story Sttage 3 – sample respo onse Question 4 Q Assess A the co ohesive and divisive impacts of differring economic circumstan nces in Austtralia through hout the perio od of study. (2 25 marks) The T following is the first paragraph of the essay an nd has been typed for ease of re eading. The ffull response e is available e in the 2011 Standards Guides. G

E Excellent res sponse 255/25 marks

Australia A 1920 0s–1950s Throughout T th he period off 1920 until 1960, 1 Austra alia experienced both a suffering s economy and d a highly su uccessful on ne. Constanttly changing,, it was through this often uncerta ain economy that Australlia experiencced much co ohesion and division th hat would fforever impa act the futu ure of this new nation n. The 1920 0’s saw re easonable success through men, money, m markkets but at th he same tim me great in ndustrial unre est as a resu ult. The Deprression in itsself caused great g suffering for the average Austtralian but at the same tim me was cohe esive in defin ning what it meant m to n which con ntinued throu ugh World W War II, whe en the expansion of be Australian ment held on n the people e could have e easily been highly control that tthe governm he Chifley Era was u undoubtedly one of th he most divisive but wasn’t. Th t contrassted strongly to the Menzies Era economically divisive perriods which then which w saw grreat econom mic success and for the most part as a a result cohesive c im mpacts. Austtralian societty throughoutt the 20’s un ntil the 60’s had undoubte edly both economic tim mes of successs and a stru uggle, but th he cohesive and divisive impacts th hat resulted were often a strong reflection r of the identity y that Austra alia was hus highly im fo orming and th mportant rega ardless of the eir cohesive or divisive nature.

A Articulates a strong s thesiss sttatement in the t inntroduction th hat addresse es thhe question. Presents a cooherent and logical sttructure with a coomprehensiv ve iddentification of o examples thhat cover the e scope of the e w whole time pe eriod.

Exxaminers’ commentss In general this question wa as handled well. w Howeve er, there werre two main issues: Som me candidate es focused on a ngle event/period (particcularly ‘the Depression’ for candida ates who studied the 1 920s–1950s s context); and a sin the erefore did n not engage with w the idea as implied b by 'throughou ut'; in some cases, appaarently very knowledgea able candidates wrrote excellen nt 'Depressio on essays', but receive ed relatively lower markks because of the limiited meframe cove ered. Many candidates c effectively e re eplaced the terms t 'cohesion' and 'divvision' with positive/negattive tim or good/bad; le eading to can ndidates simplistically sta ating ‘good economic e tim mes are cohessive and bad d ones divisivve’. Wh hilst this is b broadly the case, c in man ny responsess there was limited evide ence/examplles of ‘cohes sion or divisiion’ pre esented – it w was simply taken for granted and nott explained.