Level 1 - Conditions of Performance

Conditions of Performance

These statements outline the maximum degree of support allowable in interpreting student performance on the Indicators for this level:

Works alongside expert/mentor/teacher where advice/modelling is readily available and recourse to first/other language is acceptable if required.

Incorporates communication supports as required.

Demonstrates competence in immediate contexts.

Workplace and Social Contexts

Begins shifting from one cultural context to another.

Understands English texts which include one explicit agenda.

Performs successfully when interaction is with sympathetic participants/interlocutors.

Assessment Principles

The National Reporting System is designed to allow a nationally consistent means of reporting student outcomes from accredited and non-accredited curriculum. To promote consistency across curricula and across learning sites, it is assumed that, for assessment purposes, the following conditions will have been met:

Assessment tasks should be grounded in a relevant context and not be culturally biased.

Students should be assessed across a wide range of tasks integrated into practice, in order to increase reliability and validity of assessment. One-off assessment tasks do not provide a reliable and valid measure of competence.

Instructions for assessment tasks should be clear, explicit and ordered. Students must know what is expected, and the criteria by which they will be judged.

Time allowed to complete a task should be reasonable and specified, and should allow for preparation and re-drafting as appropriate to the task.

Assessment should ideally be moderated by more than one teacher, and/or across providers.

Appropriate reference materials should be available to students during assessment, e.g. personal word lists, dictionaries, thesaurus, calculators.


This section provides information about context variables, types of support and principles of good assessment which set the parameters for performance of an Indicator of Competence.	other level 1 areas: Indicators Language and Literacy Features and Strategies Numeracy Features and Strategies Sample Activities