YSHS Learning for Life OP groups CCEs
Common Core Elements Explained
Terms in this set (49)
Recognising letters, words and symbols
Being able to identify letters, words and symbols - typically in areas such as mathematics formulae and symbols, and also music symbols.
Finding materials in an indexed collection
Note: examples of an indexed collection: a dictionary, an encyclopaedia, a library catalogue, a road map, an art catalogue, an instruction booklet, a share register, a classified advertisement column.
Students are expected to recall an elementary level of general knowledge and a knowledge of vocabulkary and mathematical operations consistent with a sound Year 10 education - basic arithmetic operations involving calculation and fundamental methematical concepts such as percentag, ratio, area, angle, simple algebra and power of ten notations.
Interpreting the meaning of words or other symbols
Understanding the meaning of words and symbols often used in maths, music, english, etc. or to explain or tell the meaning of : present in understandable terms
Interpreting the meaning of pictures and illustrations
Understanding the meaning portrayed by the artist of the image.
Interpreting the meaning of tables, diagrams, maps or graphs
Understanding the meaning of the set-out of data being collected.
Translating from one form to another
Expressing information in a different form.
NOTE: Translation could only involve the following terms:
- Verbal Information (in English)
- Algebraic Symbols
- Mathematical material given in words
- Symbolic Codes (eg. Morse Code, and other number systems)
Using the correct spelling, punctuation and grammar
To understand and know the correct use of punctuation and grammar and to have a knowledge in correct spelling.
Using vocabulary appropriate to a context
The types of words used in a certain situation; formal language in professional circumstances and casual talk in personal circumstances.
Summarising/condensing written text
Presenting essential ideas and information in fewer words and in a logical sequence.
NOTE: Simply listing the main points in note form is not acceptable, nor is lifting verbatim from the given passage.
Systematically collecting and counting numerical facts or data.
identifying relevant information and then accurately and methodically writing it down in one or more predetermined categories.
Note: Examples of predetermined categories are: female/male, odd/eve/ mass/acceleration.
Compiling results in a tabular form
Devising appropriate headings and presenting information using rows and/or columns.
Note: candidates will be required to construct graphs as well as interpret them.
Calculating with or without calculators
Estimating numerical magnitude
Approximating a numerical value
Emplying a rational process (such as measuring or rounding) to arrive at a quantity or number that ius accurate to a specified degree.
Substituting in formulae
Substituting in formulae in equations to solve the answers.
Such as in art where the artist purposely displays the appropriate objects in order to portray a certain meaning.
Structurising/organising written text
Organising written text into the correct outline to achieve understanding for others and meaning (such as in ESSAYS/ENGLISH).
Structurising/organising a mathematical argument
Generating and sequencing the steps that can lead to a required solution to a given mathematical task.
Explaining to others
Presenting a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation.
Expounding a viewpoint
Presenting a clear and convincing argument for a definite and detailed opinion.
Appreciating the view, emotions and reactions of others by identifying with the personalities or characteristics of other people in given situations.
Comparing: Displaying recognition of simmilarities and differences and recognising the significance of these similarities and differences.
Contrasting: Displaying recognition of differences by deliberate juxtaposition of contrary elements.
Systematically distributing information/data into categories which may be either presented to, or created by, the student.
Reaching a conclusion which is necessarily true provided a given set of assumptions is true.
Reaching a conclusion which is consistent with a given set of assumptions.
inserting a intermediate between members of a series.
Logically extending tends or tendencies beyond the information/data given.
Applying strategies to trial and test ideas and procedures
(Problem-solving, teamwork, etc.)
Applying a progression of steps to achieve the required answer
making use of an algorithm (which is already known by candidates or which is given to candidates) to proceed to the answer.
Generalising from information
Establishing by interference or induction to the essential characteristics of known information or a result.
Formulating a plausible supposition to account for known facts or observed occurrences. The supposition is often the subject of a validation process.
Appraising logical consistency and/or rationally scrutinizing for authenticity/merit.
Dissecting to ascertain and examine constituent parts and/or their relationships.
NOTE: also critiquing - critically reviewing.
Assembling constituents parts into a coherent, unique and/or complex entity.
The term 'entity' includes a system, theory, communication, plan, set of operations.
Judging: Applying both procedural and deliberate operations to make a determination.
Procedural operations are those that determine the relevance and admissibility of evidence, whilst deliberative operations involve making a decision based on the evidence.
Evaluating: Assiging merit according to criteria.
Providing sound reasons or evidence to support a statement.
Soundness requires that the reasoning is logical and, where appropriate, that the premises are likely to be true/
recognising and identifying designs, trends and meaningful relationships within the text.
NOTE: Examples of aspects of this element that might be tested include:
Visualising SPATIAL concepts (eg. rotation in space)
Visualising ABSTRACTIONS in concrete form (eg. Kinetic theory - the movement of molecules)
Visualising a NOTION of PHYSICAL APPEARANCE from a detail verbal description.
Identifying shapes in two and three dimensions
Searching and locating items/information
NOTE: This element as it occurs in syllabuses usually refers to fieldwork. As these conditions are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a 'second order' level.
In the sense of looking for things in different places, 'searching and locating items/information' may be taken to include quoting, ie. Repeating works given in an extract in the stimulus material.
NOTE: This element as it occurs in syllabuses usually refers to laboratory situations. As these conditions are impossible to reproduce under QCS Test conditions, testing can only be performed at a 'second order' level.
Indentifying, describing, interpreting or responding to visual representations of a bodily or facial movement, or expression that indicates an idea, mood or emotion.
NOTE: This element as it occurs in syllabuses refers to acting and other forms of movement. It is possible to test only the interpretation of movement and expression. It is understood that there are cultural variations relating to the meanings of a particular gestures.
Displaying competence in choosing and using a implement (in actual or representational form) to preform a given task effectively.
Sketching: Executing simply a drawing or painting, giving essential features but not necessarily with detail or accuracy.
Drawing: Depicting an object, idea or system pictorially, such as in a clearly defined diagram, or flow chart.
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