National Curriculum

3,221 views

Published on

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

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
3,221
On SlideShare
0
From Embeds
0
Number of Embeds
17
Actions
Shares
0
Downloads
36
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

National Curriculum

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

×