1. How do we align curriculum intent, pedagogy, assessment and reporting?
On The Same Page
How do we align curriculum intent, pedagogy, assessment and reporting? 1

2. Module Overview
elements of an inclusive curriculum
strategies used by effective teachers
developing pedagogy to support students with diverse learning needs
principles of effective and authentic assessment.

3. Inclusion

4. How do I maximise learning for every student?
Share a statewide commitment to maximising learning for all students
Understand that planning, pedagogy, assessment and reporting are vital components 4

5. What is curriculum alignment?5

6. What is curriculum?
Curriculum is all the planned learning that is offered and enacted by a school.
Curriculum is much more than a syllabus which outlines what is to be taught. 6

7. Curriculum can be thought of as a sequence of elements:
What is curriculum?
Curriculum can be thought of as
a sequence of elements:
the intended, enacted, experienced,
assessed, and achieved curriculum,
each one responsive to the others. 7

8. A good curriculum has each of the elements aligned:

9. When is curriculum inclusive?
When all students are provided with multiple opportunities to achieve and consolidate the intended curriculum. 9

10. Year of Disabled Persons
How has inclusion evolved?
Institutions
Development of
Special Schools
(late 1900s)
Categorisation
Remediation
Support to fit into
Mainstream
Schools
linking support
to individual
students
Segregated
educational
settings
Medical
Responsibility
Non-educable
Ignoring
Segregating
Integrating
Inclusion
Part of broader
school
community
Focus on abilities
rather than
disabilities
Accommodations
to environment
(barriers to
participation)
Professional
learning
1860 (Qld)
Education
Act
1981
Inter-
national
Year of Disabled Persons
1992
DDA
2005
Education
Standards
26 May 2008, Margaret Lynch, Govt of SA, Dept of Education and Student Services

11. How do I recognise quality teaching programs?
All students have multiple opportunities to learn
Learning experiences are equitable and inclusive
Teaching, learning and assessment is aligned
Learning experiences promote depth of understanding; are connected, purposeful and challenging
All students have the opportunity to reach their potential 11

12. How do I plan and assess at the class level?
By using the P – 12 Curriculum Framework and its Guidelines, the teacher plans within and across their year level, consistent with:
the required curriculum
Early Years Curriculum Guidelines for Prep
QCAR Essential Learnings and Standards for Year 1 to 9
Queensland Studies Authority Senior Syllabuses, nationally endorsed Training Packages and nationally accredited vocational education.
the School Curriculum Policy/Plan
the School Planning expectations 12

13. How do I plan and assess at the class level?
by taking into account:
knowledge about learners
individual needs of learners
learners’ achievement data
learners’ input
school improvement priorities and targets
A-E reporting policy 13

14. What are the capabilities?
Cross-disciplinary knowledge that is embedded in the essential learnings requiring students to:
know how to work with knowledge
develop identity and managing self
act in the social and political world

15. How do I plan the Intended Curriculum for all?
Select and unpack the required curriculum to be studied (e.g. Essential Learnings)
Design the Assessment Task
Provide a Context for Learning 15

16. How do I plan the Intended Curriculum for all?
Articulate Criteria for Success / Plan the assessment strategies
Plan learning experiences
Plan adjustments for diverse learners 16

17. How do inclusive teachers provide relevant learning experiences for all students?
These teachers:
tend to view all of their students as having individual needs - not just those with a disability
capitalise on the strengths and interests of each student
adopt a wide range of strategies that involve whole-school, paired-class, within-class and individual student strategies
routinely involve colleagues, parents and other students in assisting them to deliver excellent learning experiences.

19. How do inclusive teachers provide relevant learning experiences for all students?
These teachers:
prefer to assist students to participate in the work of the class rather than to work on individually tailored programs or modified curriculum.
‘experiment’, test hunches about what might work and take a reflective and problem-solving approach to their teaching.

20. How do inclusive teachers provide relevant learning experiences for all students?
These teachers:
plan thoroughly and extensively and use time for essential consultation and collaboration with others
have positive attitudes, high levels of adaptation and fewer barriers to including students with disabilities

21. What are the pedagogical issues?
It is useful and prudent for teachers to be knowledgeable of issues associated with particular disabilities:
How the child experiences disability
The effects and side effects of medications
How the disability may more generally affect the student in the classroom.

22. How do we improve the learning outcomes of students with disabilities?
• Effective instruction e.g. targeted concepts – to ensure active engagement.
• Instruction geared to students’ success.
• Systematic introduction of new concepts.
• Linking new information to previously learned skills.

23. How do we improve the learning outcomes of students with disabilities?
• Providing immediate feedback
• Heterogeneous/ flexible grouping arrangements.
• Cooperative learning
• Peer tutoring

24. How do we improve the learning outcomes of students with disabilities?
Naturalistic teaching strategies where existing routines and contexts were used to teach specific skills
Flexible classroom groupings, including small group, whole class and 1:1 instruction
Providing practice opportunities

25. Why do we apply adjustments?
To assist a student with a disability to participate in learning experiences and assessment tasks on the same basis as other students.
What is the purpose of applying adjustments? 25

26. When is an adjustment reasonable?
When it achieves this purpose while taking into account the student’s learning needs and balancing the interests of all, including those of the student with the disability, the teacher and other students. 26

27. Assessment and Reporting
In a time of greater student diversity,
increased emphasis on standards and accountability challenges teachers to help all students achieve. 27

28. What do we need to know about assessment?
Assessment tasks should assess what they claim to assess
Assessment criteria should be explicit so that the basis for judgments is clear and public
The literacy and numeracy demands of assessment tasks should be explicitly taught 28

29. What do we need to know about assessment?
Judgments should be based on a range of evidence (formal and informal)
It should provide students with opportunities to demonstrate the extent of learning
Assessment should inform planning, teaching and reporting 29

30. valid What are the principles of authentic assessment? explicit
comprehensive
inform planning and teaching
inform reporting 30

31. What makes an assessment traditional?
Short answers
Paper
Workbook
Pen and pencil
Easy to administer
Quick, easy grading
Specific time limits
Reflects recall ability

32. What makes an assessment authentic?
Application to real life situations
Hands-on activities
Multiple skills in a task
Demonstrations of ability to apply information
Ongoing for days, weeks, or throughout a unit of study
Reflects growth in a skill or ability

33. What is quality assessment?
It is an ongoing process of gathering evidence
It determines what each student knows, understands, and can do
It ensures learning required of students as indicated in the intended curriculum
It enables students from diverse backgrounds to demonstrate their learning 33

34. When is assessment inclusive?
When we enable all students to demonstrate the extent and depth of their learning through various modes and technologies. 34

35. How do I make assessments inclusive?
Understand the term ‘assessment adjustment’
Know why, how and when adjustments are made
Know when an adjustment should not be applied
Determine appropriate strategies 35

36. What is the purpose of applying adjustments?
The purpose of applying reasonable adjustments to assessment tasks:
to assist a student with a disability to participate in assessment tasks on the same basis as other students.
proactive way of ensuring equitable assessment for all students
remove barriers that prevent students from demonstrating their current knowledge and skills 36

37. Who is responsible for making decisions about adjustments?
Responsibility for decisions on what is considered to be a reasonable adjustment to a school-based assessment lies with the school. 37