Preparing for verification
Queensland Certificate of Individual Achievement
160427
Quality-assurance processes
Certificate information
In the student’s exiting year, the school:
• generates draft statements of achievement
• identifies the relevant statements of participation
• collects evidence to substantiate all statements of achievement and participation.
These statements are based on the curriculum plan and the student’s demonstrated learning.
Notification of verification meeting
A QCAA memo is sent to schools with:
• requirements for the meeting
• meeting venues
• registration forms.
Purpose of verification meeting
Verification meetings are mandatory for all schools with exiting QCIA students.
The purpose of the verification meeting is to provide quality assurance and feedback to schools about:
• draft certificate information
• folios of evidence.
Meetings take place in July/August of the exit year.
Requirements for verification meeting
Bring:
• Draft certificate information
For all exiting students, printed from SLIMS‒RABS
• Folio of evidence
Used to make judgments
– One folio (if fewer than 10 students are exiting) – Two folios (if 10 or more students are exiting)
• An electronic device
If evidence is in digital format.
At the verification meeting
• Participating peers review:
– draft certificate information
– folios of evidence to support every statement of achievement and statement of participation.
• Participating peers complete review notes.
• QCAA staff complete an electronic copy of the verification feedback.
• District Coordinators email schools the QCIA verification feedback for each exiting student.
Draft QCIA for verification
In SLIMS‒RABS, enter the draft QCIA
• Statement of Achievement
• Statement of Participation.
SLIMS‒RABS provides a list of sample Statement of
Participation activities to choose from, and a list of Statement of Achievement comments.
The SLIMS‒RABS user guide is available at:
www.qcaa.qld.edu.au/senior/certificates-qualifications/qcia/data
Entering statements in SLIMS‒RABS
To enter Statements of Achievement:
• choose a statement from the comments list or
• add free-form text statements that reflect the achievement of the student.
To enter Statements of Participation:
• choose activities from the provided list only (i.e. free-form statements cannot be entered).
Free-form Statements of Achievement
In SLIMS‒RABS, the free-form text field can be used for specific statements that report the learning achievements of students on individualised learning programs.
Free-form statements must follow the guidelines and writing conventions for statements in the QCIA Handbook.
The QCIA Handbook is available from:
www.qcaa.qld.edu.au/senior/certificates-qualifications/qcia/moderation
Previewing the certificate information
To check the entered or selected QCIA information in the final certificate format, click the Preview button.
Click Preview
Printing draft QCIA from SLIMS‒RABS
The QCIA preview will appear with the student’s name, LUI and school name.
Screen view of draft QCIA
Click PRINT for hard copy
of data.
For every student exiting, participants must bring a printed copy of the draft certificate from SLIMS‒RABS to the
verification meeting.
Draft certificate for verification
Preparing a folio of evidence
The folio of evidence should be collected:
• throughout the student’s senior schooling phase
• for all nominated eligible students
• for each proposed statement of achievement and statement of participation.
Note:
Participants must bring to the verification meeting:
• One folio (if fewer than 10 students are exiting)
• Two folios (if 10 or more students are exiting).
Purpose of the folio of evidence
A folio of evidence is used to substantiate the learning achievements reported on the QCIA:
• Statement of Achievement
• Statement of Participation.
Folio of evidence
The evidence:
• is collected for all exiting students
• is used to substantiate the final certificate information
• is organised in the curriculum organisers
• uses a variety of evidence, e.g. checklists, photographs, learning logs.
Ways to gather and record evidence
Direct evidence could include:
• annotated work samples, worksheets, learning logs, diary or journal entries, work experience reports,
certificates of participation
• photographs, videos, audio recordings.
Indirect evidence could include:
• teacher observations, interviews with the student, discussions with employer
• peer checklists.
A balance of direct/indirect evidence is needed.
How should the folio be organised?
The folio may be in hard copy or digital format.
• Use the two QCIA reporting areas of Statement of Achievement and Statement of Participation.
• Use curriculum organisers to organise evidence for the Statement of Achievement.
• Include a variety of direct or indirect evidence across statements.
Evidence is needed for every Statement of Achievement and Statement of Participation.
The five curriculum organisers using the Guideline for Individual Learning (GIL) are:
• Communication and technologies (CT)
• Community, citizenship and the environment (CCE)
• Leisure and recreation (LR)
• Personal and living dimensions (PLD)
• Vocational and transition activities (VTA).
Students with curriculum plans created using the previous QCIA eligibility form and curriculum plan may have the additional curriculum organiser of Areas of study and learning (ASL).
Statement of Achievement
Communication and technologies (CT)
Students gain knowledge, understanding and skills in literacy and digital and other technologies.
• Language comprehension
• Language use
• Operation of digital and other technologies
• Technical and social protocols for appropriate use of digital technologies
CT ― example
Possible evidence of statement of achievement:
• photograph with annotations
• video evidence.
Uses computer reading programs.
Click picture to play video (10 seconds)
Statement of Achievement
Uses a computer to practice reading skills.
Community, citizenship and the environment (CCE)
Students develop knowledge, understanding and skills about communities, citizenship and the environment.
• Active citizenship in local and wider communities
• Similarities and differences between the past and present
• Places, environments and people
• Making decisions using scientific understandings
CCE ― example
Statement of Achievement
Uses the public library to borrow and return items.
Possible evidence of Statement of Achievement:
• photograph with annotations
Organising books at the library checkout. Scanning barcodes of library books.
Leisure and recreation (LR)
Students gain knowledge, understanding and skills to
participate in a variety of leisure, recreation, artistic and cultural activities.
• Physical activities for leisure and recreation
• The importance of lifelong physical activity
• Preferred leisure and recreation activities
• Performing Arts activities — dance, drama, music
• Visual and Media Arts activities
LR ― example
Statement of Achievement
Identifies and engages in preferred leisure and recreational pursuits.
Possible evidence of Statement of Achievement:
• photograph with annotations.
Playing Nintendo Wii Sport games. Enjoying a painting activity.
Personal and living dimensions (PLD)
Students develop knowledge,
understanding and skills in relevant personal and living dimensions,
including health, wellbeing and everyday numeracy.
• Identity
• Health and wellbeing
• Everyday numeracy skills
PLD ― example
Statement of Achievement
Makes snacks, sandwiches and hot drinks with assistance.
Possible evidence of Statement of Achievement:
• photograph with annotations.
Buttering bread and making a sandwich. Pouring hot water with supervision.
Vocational and transition activities (VTA)
Students develop knowledge, understanding and skills by identifying and investigating their post-school pathways.
• Post-school pathways
• Skills for life beyond school
VTA ― example
Statement of Achievement
Applies current occupational health and safety procedures at school and work experience.
Possible evidence of Statement of Achievement:
• photograph with annotations and checklist.
Using safety equipment at the school workshop.
Statement of Participation
Examples:
• Coffee shop program
• Fundraising
• Lawn bowls
Statements of Participation
• Includes the names or titles of activities students have undertaken
• May include community-based learning, extra- curricula activities, work experience, enrichment programs or
community-access programs
• Must be chosen from the list in SLIMS-RABS
• Graduation ceremony
• Horticulture program
Statement of Participation ― examples
Each statement of participation requires evidence to substantiate the participation. Photographs should be annotated.
Delivering a coffee order in the Coffee shop program.
Engaging in lawn bowls with club members.
Weeding and caring for plants in the Horticulture program.
Retaining evidence of achievement
Legislation states that students are entitled to query the statements on the QCIA.
Folios of evidence must be kept for:
• any student queries to verify certificate information
• one term after certificates have been issued.
More information
• QCAA’s website
www.qcaa.qld.edu.au
• QCIA information
www.qcaa.qld.edu.au/senior/certificates-qualifications/qcia
• QCE information
www.qcaa.qld.edu.au/senior/certificates-qualifications/qce
