• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
National Curriculum
 

National Curriculum

on

  • 4,577 views

Acara Languages Briefing on National Curriculum to AFMLTA National Assembly July 2009

Acara Languages Briefing on National Curriculum to AFMLTA National Assembly July 2009

Statistics

Views

Total Views
4,577
Views on SlideShare
4,559
Embed Views
18

Actions

Likes
0
Downloads
34
Comments
0

2 Embeds 18

http://mltansw.afmlta.asn.au 13
http://www.slideshare.net 5

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    National Curriculum National Curriculum Presentation Transcript

    • The Australian national curriculum Briefing – 9 July 2009 to AFMLTA Assembly
    • Structure of the session
      • Curriculum development process
      • Timelines
      • Curriculum design
      • Discussion workshops
    • Australian Curriculum, Assessment and Reporting Authority ( ACARA)
      • Responsible for:
      • national curriculum
      • national assessment
      • a national data collection and reporting program
    • National curriculum -recent developments
      • ACARA commenced operation this month; assumed responsibility for national curriculum work
      • Induction of writers and advisory group members; writing has commenced for learning areas in the first phase
      • The Arts are now in the second phase with Geography and Languages
      • Curriculum secretariat arrangements
    • Curriculum development process
      • A process of curriculum development in each learning area that:
        • provides opportunities for consultation
        • establishes achievable timelines
        • ensures high quality curriculum documents.
      • The proposed process involves four phases:
        • I. Curriculum framing
        • II. Curriculum writing
        • III. Implementation
        • IV. Curriculum evaluation and review
    • Timeline - Phase 1 Stage Activity Timelines K-10 Senior yrs Curriculum Framing Confirmation of directions for writing Curriculum (English, mathematics, the sciences, history) April, 2009 April, 2009 Curriculum Development
      • 2 step process for development of curriculum documents
        • Step 1 - broad outline; scope and sequence
        • Step 2 – completion of ‘detail’ of curriculum
      May – Dec, 2009 June, 2009 – January, 2010 Consultation National consultation and trialing January - April, 2010 March – June, 2010 Publication Print and digital publication June – July, 2010 July – Sep, 2010
    • Timeline - Phase 2 NB: The Arts (TBC) Stage Activity Timelines Curriculum Framing Confirmation of directions for writing Curriculum (geography, languages,) June 2009 - May 2010 Curriculum Development
      • 2 step process for development of curriculum documents
        • Step 1 - broad outline; scope and sequence
        • Step 2 – completion of ‘detail’ of curriculum
      May 2010- Dec 2010 Consultation National consultation and trialing Feb 2011- May 2011 Publication Print and digital publication July 2011-August 2011
    • Other learning areas
      • ACARA to report to MCEETYA in October
      • 2009 on
      • “ the approach that will be taken to health and physical education, ICT, design and technology, economics, business and civics and citizenship ”
    • LANGUAGES Position Paper (July-September 2009)
      • Undertake environmental scan and scope of the languages area
      • Develop position paper
      • Prepare for writing of shape paper
    • Shape of the national languages curriculum (October 2009-May 2010)
      • Develop draft languages shaping paper
      • Consult on draft shape paper and analyse feedback
      • Prepare initial draft report with proposed responses
      • Consult on revised draft report and languages shaping paper
      • Revise languages shaping paper
    • Curriculum Development [February 2010-August 2011]
      • Select writing teams and advisory panels
      • Conduct writers induction
      • Develop broad outline of curriculum
      • Develop detailed draft of curriculum documents
      • Consult on approved draft of curriculum documents
      • Finalise curriculum documents
      • Publish approved curriculum documents
    • Key issues for consideration
      • What is the rationale or purpose for language learning?
      • Studied by which students? At what year(s)?
      • Which languages will form part of the suite of the languages national curriculum?
      • Who are key individuals, groups and organizations to be consulted? Engaged?
    • Curriculum design
      • Rationale
      • Aims of the learning area
      • Organisation of the learning area curriculum
      • Content
      • Achievement standards
      • General capabilities
      • Cross-curriculum dimensions
      • Links to other learning areas
    • Curriculum design considerations
      • The nature of the learner and learning .
      • The whole curriculum and how national curriculum learning areas relate to it.
      • Structural matters , including commencement and completion of school and transition points.
      • Inclusivity and how the national curriculum will provide for the educational needs of every child.
      • General capabilities , describing how the national curriculum will attend to general capabilities learning.
      • Cross-curriculum dimensions , describing perspectives to be included in each learning area.
      • Content
      • The content descriptions are being written first
      • Will explicitly incorporate ICT, literacy, numeracy, thinking skills, creativity
      • Other capabilities and perspectives will be evident in each learning area, in ways appropriate to that area
    • What does the national curriculum look like?
      • By year
      • Clear
      • Layered
      • Digital
      • Hyper-linked
    • Achievement Standards
      • An achievement standard is an expectation
      • of the quality of learning that students
      • should reach by a particular point in their
      • schooling (i.e. the depth of their
      • understanding, the extent of their
      • knowledge and the sophistication of their
      • skills).
    • Achievement standards
      • For K-10, they will be represented at every year by :
      • a statement of the learning expected of students for that year
      • a set of grade descriptors that provide a language to describe the extent to which a student has met the achievement standard for that year
      • a set of work samples that will illustrate expected learning in relation to the grade descriptors
    • Curriculum for the senior secondary years
      • Assumptions
        • the curriculum will be designed to meet the needs of the full range of students
        • state and territory certifying agencies will continue to be responsible for assessment, certification and its quality assurance
        • the extent of the senior secondary national curriculum in the first four subjects, and in other subjects, may grow over time
        • where a course is developed nationally that covers the scope of learning in existing courses, states and territories will not offer existing courses.
    • Curriculum for the senior secondary years
      • Course structure and time allocation
        • four sequential units, units 1 & 2 designed for Year 11, units 3 & 4 designed for Year 12
        • each unit will be designed to be taught in about ‘half a school year’ of approx. 50-60 hours duration
        • courses will specify core content, electives will be kept to a minimum
    • Writing –progress to date
      • Writers are currently drafting and developing content descriptions for each strand K-10
      • Conceptual work has commenced on the purpose, nature and content of senior secondary courses
      • Writers and advisory panels are meeting and working in online collaborative spaces.
    • Implementation (from 2011)
      • Factors that influence implementation
      • The extent of difference between existing curriculum requirements, in terms of what is to be taught and assessed, in any particular year or over a sequence of years.
      • The extent of change in how the curriculum content is organised, (e.g. by years of schooling) and how achievement standards are presented.
      • The extent to which state and territory credentialing or other arrangements require additional material to be developed and made available to teachers
      • The extent and place in the cycle of curriculum change
    • Further information and documents … www.acara.edu.au