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Curriculum Audit
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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.
  • Transcript

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