National Curriculum
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National Curriculum



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

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



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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 …