While the curriculum will make clear to teachers a scope and sequence for what should be taught and what achievement standards are expected of students, classroom teachers will make decisions about how best to organise learning, the contexts for learning and the depth of learning that will be pursued to ensure effective learning outcomes for each child in their class.
2008-2010 saw the development of the Foundation to Year 10 Australian Curriculum for English, mathematics, science and history. Senior secondary curriculum in these learning areas continues to be developed in 2011. 2010 – 2012 Foundation to Year 12 Australian Curriculum for geography, languages and the arts are planned for development. 2010-2013 will see the development of the Foundation to Year 12 Australian Curriculum including a focus on health and physical education, information and communication technology, design and technology, economics, business and civics and citizenship. Each phase of development involves comprehensive consultation, review and revision processes. Once approved by the ACARA Board, the curriculum is then presented to the Australian education ministers for final endorsement prior to publication. ACARA’s Curriculum Development Process paper describes the process that is being used to develop the Australian Curriculum. It is available at www.acara.edu.au Learning areas currently not included in the Australian Curriculum will continue to be the responsibility of state and territory education authorities.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for the development of the Australian curriculum for specified areas
Classroom teachers will make decisions about the pedagogical approach.
Interwoven in all curriculum areas
Not contained in the Mathematics curriculum.
The Rationale describes the nature of the learning area in general terms and provides an outline of how learning in this area relates to the contemporary world and current practice. It explains the place and purpose of the learning area in the school curriculum and explains how it contributes to meeting the goals in the national declaration. The rationale provides teachers with a clear sense of the place of the learning area within the whole school curriculum. The Aims of the learning area identify the major learning that students will be able to demonstrate as a result of learning from the curriculum. The Organisation section provides an overview of how the curriculum is organised in a particular learning area. The curriculum across K–12 will be developed in a way that supports and coherently presents the continuity of learning, but which also provides for changing emphases across the K–12 range.
Content descriptions specify what teachers are expected to teach. They include knowledge, skills and understanding for each learning area and are described for each year level. The content descriptions will provide a scope and sequence to assist teaching and learning. Within this scope and sequence, teachers will continue to apply their professional judgment regarding what to cover and how to best cater for individual learning needs and interests.
Achievement standards will describe the quality of learning students should demonstrate in relation to the content for each year of schooling. The achievement standards will focus on students’: - depth of understanding - extent of knowledge - sophistication of skills. Student work samples will illustrate the achievement standards. For K-10, the achievement of the described standard will mean that a student is well able to progress to the next level of learning.
Australian curriculum maths
An Introduction to The Australian Curriculum: Mathematics Denise NealDepartment of Education
Learning Intentions• Develop a shared awareness of the structure and intent of the Australian Curriculum: mathematics• Develop a shared understanding of the requirements for Tasmanian schools for 2011/ 2012• Build awareness of the key resources to support your work as curriculum leaders• Ask questions to guide future planning for your schoolDepartment of Education
Success criteria • Increased your individual and shared understanding of the structure and intent of the Australian curriculum: mathematics • Considered your school context in relation to the implementation plan for Tasmanian schools and your school improvement plan • Know how to access resources to support your work as a school mathematics leader • Asked more questions than you have answers!Department of Education
In order to achieve improved outcomes for all students, it is necessary to align curriculum, pedagogies and assessment (Lingard et al, 2003). When we have a shared understanding of intended student outcomes, we can shape what curriculum could or should look like.Department of Education
Curriculum, pedagogy and assessmentSource: Churchill et al 2010
What to teach vs How to teach • The Australian Curriculum will make clear what we want all young Australians to learn. • Classroom teachers are best placed to make decisions about how to organise learning for their students and the pedagogical approach/es required.Department of Education
Development of the Learning Areas Learning areas Timeline English 2008-2010 Mathematics 2008-2010 Science 2008-2010 Humanities and social sciences •History 2008-2010 •Geography 2010-2012 2011-2013 •Economics, Business, Civics and citizenship The arts 2010-2012 Languages 2010-2012 Health and physical education 2011-2013 Design and the technologies 2011-2013Department of Education 8
What is being developed? • A K-12 curriculum • Connects with and builds on Early Years Learning Framework (Birth-5) • Guided by the Melbourne Declaration on Educational Goals for Young Australians (December 2008)Department of Education
What will be provided? • Curriculum content that specifies what teachers are expected to teach for each year level with additional description or examples (content elaborations) • Achievement standards describing quality of learning • Advice on how student achievement will be reported.Department of Education
General Capabilities • The Shape of the Australian Curriculum identifies seven general capabilities to be addressed in the Australian curriculumDepartment of Education
General Capabilities • Literacy • Intercultural understanding • Numeracy • Ethical Behaviour • ICT • Personal and social • Critical and creative competence thinking Not all capabilities are considered inherent to all subjectsDepartment of Education
Cross Curriculum Priorities • Aboriginal and Torres Strait Islander histories and cultures: to ensure that all young Australians have the opportunity to learn about, acknowledge and respect the history and culture of Aboriginal people and Torres Strait Islanders • Sustainability • Asia and Australia’s engagement with Asia.Department of Education
Shape of the Australian Curriculum: Mathematics, 2009 • http://www.acara.edu.au/verve/ _resources/Australian_Curricul um_-_Maths.pdfDepartment of Education
Clarity • Documents should communicate succinctly the important ideas of the curriculum. Hattie and Timperley (2007) reviewed a wide range of studies and found that teacher feedback to students is a key determinant of effective learning and that good feedback involves making explicit to students what they should be doing, how they are performing, and what is the next phase in their learning. Teachers do this while they are interacting with students, and so need to know the purpose of the current student activity, the expected standards for performance, and subsequent learning goals. A clearly, succinctly written curriculum will assist in this.Department of Education
Depth vs breadth • The curriculum should enable teachers to extend students in more depth in key topics, and one of the challenges will be to identify which are those more important topics. Fractions and decimals are examples of those more important topics, as are the principles of measurement. Long division is an example of a topic which could be given less emphasis. As an example of how advanced students might be extended in a basic topic, like perimeter and area of regular and irregular shapes, such students could be posed a question like: ‘Can you describe some shapes that have the same number of perimeter units as area units?’ This creates opportunities for examination of a range of shapes, for use of algebraic methods, and even the historical dimension of this problem.Department of Education
Pedagogy 7.1 The preceding discussion on the content and organisation of a national mathematics curriculum is based on some pedagogical assumptions, which include that: • it is preferable for students to study fewer aspects in more depth rather than studying more aspects superficially • challenging problems can be posed using basic content, and content acceleration may not be the best way to extend the best students • effective sets of ideas with goals for key phases specified are preferable to disconnected experiences, even though they may be rich ones • teachers can make informed classroom decisions interactively if they are aware of the development of key ideas, and a clear succinct description will assist in this • effective use of digital technologies can enhance the relevance of the content and processes for learning • teachers can make mathematics inclusive by using engaging experiences that can be differentiated both for students experiencing difficulty and those who can complete the tasks easily. Shape paper, p.14Department of Education
Key messages: • Three content strands: ▫ Number and algebra ▫ Geometry and measurement ▫ Statistics and probability • Four proficiency strands: ▫ Understanding ▫ Fluency ▫ Problem solving ▫ ReasoningDepartment of Education
The four proficiency strands in the Australian mathematics curriculum are: Understanding, which includes building robust knowledge of adaptable and transferable mathematical concepts, the making of connections between related concepts, the confidence to use the familiar to develop new ideas, and the ‘why’ as well as the ‘how’ of mathematics. Fluency, which includes skill in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Problem solving, which includes the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Reasoning, which includes the capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying, and generalisingDepartment of Education
Changes since the May 2010 Version: • sub-strands added • some content removed or moved up or down grade levels • please shred any copies of May 2010 version and ensure staff are working with December 2010 version!Department of Education
Peter Sullivan: Lead Writer http://www.australiancurriculu m.edu.au/Mathematics/Introdu ctionDepartment of Education
Let’s look at the curriculum!Department of Education
Rationale, Aims and Organisation • Why this learning area is an important part of the curriculum • What the broad goals of this learning area are • How the curriculum is organised in this learning areaDepartment of Education
Content Descriptions • What students will be taught • Specified for every learning area by year of schooling • Includes: discipline knowledge, skills and understandings; and general capabilities and cross curriculum dimensions • Supported with examples (elaborations)Department of Education
Achievement Standards • The quality of learning expected of students who are taught the content • Specified for each learning area by year of schooling • Students reaching the standard are well able to progress to the next level • Illustrated with work samplesDepartment of Education
Task • Share with a partner three key messages you need to have to be informed when leading your school’s exploration of mathematics within the Australian CurriculumDepartment of Education
Timeline –phase 1 • 2011 – a preparation year for phase one areas – English, mathematics and science. An awareness- raising of history. • 2012 – full implementation of English, mathematics and science. • 2013 – full implementation of history. http://www.education.tas.gov.au/curriculum/australianDepartment of Education
Stages of Implementation • Preparation stage - awareness raising, familiarisation and developing understanding • Implementation stage – include planning, teaching, assessing and reporting using the Australian Curriculum.Department of Education
Timeline Advantages • Meets our national agreements to show substantial implementation in all phase one areas by the end of 2013. • Provides additional time for implementation of history with the potential to align it with geography.Department of Education
Assessment & reporting 2011 • Maintain existing assessment and reporting arrangements • Avoids a dual system during implementation and potential confusion for teachers and the community • EPS will map current standards against the Australian curriculum standards • Central reporting expectations will continue.Department of Education
Support: professional learning • Through the Learning Services. • Partnerships with professional associations, other sectors and UTAS through the Teacher Learning Centre. • Additional curriculum officers.Department of Education
Support: resources • Bridging documents – what’s the same? what’s new? http://ecentre.education.tas.gov.au/txtlstvw.aspx? LstID=c8782e41-f0f3-4f3d-b8c9-67b194f64e0d • Intros – general and subject specific • Information sheets for teachers & parents • Access to online resources • Newsletter updatesDepartment of Education
Support/resources http://ecentre.education.tas.gov.au/C6/Curriculum%20Centre/default.aspxDepartment of Education
Where to find out more / provide feedback • http://www.australiancurriculum.edu.au/H omeDepartment of Education
Task What do you need to do tomorrow, next week and throughout this year to support others in building capacity to introduce this curriculum in 2012?Department of Education
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