Curriculum Audit


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  • This presentation is to provide a framework to assist schools when they audit their current curriculum plans against the Essential Learnings.
  • Curriculum Audit

    1. 1. The Curriculum Audit Lynne Walsh – Director QCAR Implementation Sue Brown – Principal Policy Officer, QCAR Implementation
    2. 2. <ul><li>Where are you in terms of providing students with the skills they need for the 21st century? </li></ul>
    3. 3. QCAR – 5 elements <ul><li>Essential Learnings </li></ul><ul><li>Standards </li></ul><ul><li>Assessment Item Bank </li></ul><ul><li>Queensland Comparable Assessment Tasks </li></ul><ul><li>Reporting Guidelines </li></ul>
    4. 4. The 3 Components of the Auditing Process for Quality Curriculum <ul><li>Audit the current Whole of School Curriculum Plan against the Essential Learnings. </li></ul><ul><li>Audit the teacher designed tasks for task quality. </li></ul><ul><li>Audit the multiple on-going opportunities available for staff to discuss the quality of student work. </li></ul>
    5. 5. The Components of an Audit <ul><li>Whole of School Curriculum Plan </li></ul><ul><li>How are you progressing with the implementation of the Essentials? </li></ul><ul><li>Is there continuity in your program across year levels; 3/5/7/9 junctures; Early and Middle Years Phases of Learning? </li></ul><ul><li>Is there communication between feeder primary and secondary schools? </li></ul>
    6. 6. Brainstorm all the curriculum offerings at your school. Lay all your curriculum cards on the table.
    7. 7. <ul><li>Auditing your whole of school curriculum plan includes examining units of work: </li></ul><ul><li>enacted in each year level </li></ul><ul><li>within a looping or multi-age framework or </li></ul><ul><li>within and across discipline areas </li></ul>
    8. 8. Have you identified all learning opportunities? <ul><li>Teacher designed tasks </li></ul><ul><li>Rich tasks </li></ul><ul><li>Assessment bank tasks </li></ul><ul><li>Geographic/Cultural/Student Specific programs </li></ul><ul><li>Blue Prints </li></ul><ul><li>Secondary elective programs </li></ul><ul><li>KLA specific courses of study </li></ul><ul><li>Differentiated learning programs (Music, Camping, Chess, </li></ul><ul><li>Philosophy) </li></ul><ul><li>Cross curricular priorities such as ICT’s, Literacy Strategy, Numeracy Strategy, Values Framework, Indigenous Perspectives, Smart Moves. </li></ul>
    9. 9. P-12 Curriculum Framework Policy and Guidelines for Queensland State Schools
    10. 10. P-12 Framework QCAR Framework What does your school value?
    11. 11. WHAT STATE SCHOOLS VALUE FRAMEWORK ORGANIZERS FIVE CITIZEN ROLES <ul><li>Eco-citizen ( Sustainability ) </li></ul><ul><li>Healthy citizen ( Identity, Relationships and Wellbeing ) </li></ul><ul><li>Creative citizen (Creativity) </li></ul><ul><li>Informed citizen ( Thinking, Reasoning, Communicating ) </li></ul><ul><li>Democratic citizen (Civics and Citizenship ) </li></ul><ul><li>For more information contact: </li></ul><ul><li>Anna Brazier, Director, Curriculum </li></ul><ul><li>[email_address] </li></ul>
    13. 13. What goes, what stays, what work has to be done? QCAR Consultants: Contact your District Office for contact details. QCAR Implementation Team: Contact Curriculum Division PH: 32222689 HELP
    14. 14. The Components of an Audit 2. Audit teacher designed tasks for quality task design.
    15. 16. Questions to consider for quality task design <ul><li>What curriculum intent is central to the learning? </li></ul><ul><li>What knowledges and ways of working are required on the part of the learner, both prior to and during the completion of the task? </li></ul><ul><li>How does the task provide for intellectual challenge and engagement? </li></ul><ul><li>How did the task allow for assessment of the task-targeted Essential Learnings? </li></ul><ul><li>What provisions have been made to ensure that all students access the task? </li></ul><ul><li>Which curriculum literacies must be explicitly taught to enable all students to access this task? </li></ul><ul><li>How were students made aware of the criteria for judging quality? </li></ul><ul><li>How does the task provide opportunities to maximise student learning? </li></ul><ul><li>How did the student receive feedback on the quality of learning evidenced ? </li></ul><ul><li>What were the strengths of the task? How could it be improved? </li></ul><ul><li>How might the task link to future learning and allow students to </li></ul><ul><li>transfer their learning to other contexts? </li></ul>
    16. 17. The Components of an Audit 3 . Are there opportunities for teachers to participate in professional discussions about the quality of student work?
    17. 18. <ul><li>Are there opportunities for professional dialogue in your school? </li></ul><ul><li>Are you confident to make judgements about student achievement? </li></ul><ul><li>Are there opportunities for you to develop these skills? </li></ul><ul><li>What processes do you and your school undertake to arrive at consistent, comparable judgements about students’ achievements? </li></ul><ul><li>Is the school scheduling time for social moderation? </li></ul>
    18. 19. <ul><li>What formal and/or informal ways are used in your school to convey information to parents about student achievement? </li></ul><ul><li>Does the school have identified protocols for communication with parents and caregivers? </li></ul><ul><li>What critical aspects of achievement does the teacher’s comment need to address in the compliance report? </li></ul>
    19. 20. In Summary <ul><li>Have you identified? </li></ul><ul><ul><li>Gaps and overlays </li></ul></ul><ul><ul><li>Missing essentials </li></ul></ul><ul><ul><li>Essentials being covered too frequently </li></ul></ul><ul><li>Have you made informed decisions about what changes are to be made? </li></ul><ul><ul><li>Identify how the essentials are scaffolded across year levels/multi-age/looping sectors </li></ul></ul><ul><li>Have you avoided? </li></ul><ul><ul><li>A flick and tick style audit </li></ul></ul><ul><li>Look at how each essential has been addressed- </li></ul><ul><li>Is it in a minor or significant way? </li></ul>
    20. 21. <ul><li>After reflection, where are you now in terms of providing students with the skills they need for the 21st century? </li></ul>