Presentation on theme: "Implementation of the Australian Curriculum in Victoria."— Presentation transcript:
Implementation of the Australian Curriculum in Victoria
2 Session outline 1.Current status 2.Background 3.National plans for implementation 4.Victorian approach to implementation 5.Victorian timeline for implementation 6.Introduction to AusVELS 7.Questions and discussion
3 Current status December 2010 MCEECDYA : Foundation (F) to Year 10 Australian Curriculum In an historic decision Ministers today endorsed the content of the Australian Curriculum for English, mathematics, science and history. Ministers agreed to a number of steps towards achieving the next stage of substantial implementation of the Australian curriculum by 2013.
4 Current status Content approved for publication Establishing a national common approach to the achievement standards across all States and Territories, and trialling and validating that approach Further refining and adjusting the curriculum content as a result of validating achievement standards and structured feedback from teachers
5 History of national curriculum 1989Hobart Declaration 1993Statements and profiles 1999Adelaide Declaration 2006Statements of learning 2007Howard government Australian History curriculum 2007 Rudd government commitment to national curriculum in English, Mathematics, Science and History 2008Establishment of National Curriculum Board 2008NAPLAN 2008 Melbourne Declaration Commitment to eight learning areas, General capabilities, Cross- curriculum priorities 2009Establishment of ACARA
6 History of Victorian curriculum 1985Curriculum Frameworks 1993National Statements and Profiles → CSF 1998CSF II 2005VELS
7 Development trajectory Curriculum Frameworks specified learning areas, but then seen as too vague CSF provided greater detail, but then perceived as too ‘big’ CSF II provided more specification, but then perceived as too atomised VELS more holistic, less atomised VELS reaffirmed importance of subject disciplines Breakthrough in VELS the inclusion of forms of knowledge previously either implicit or not included in the school curriculum Inclusion of both declarative and procedural forms of knowledge
8 National policy background a solid foundation in skills and knowledge on which further learning and adult life can be built deep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applications general capabilities that underpin flexible and critical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise ourne_declaration,25979.htmlhttp://www.curriculum.edu.au/mceetya/melb ourne_declaration,25979.html Promoting world-class curriculum and assessment
9 What is the Australian Curriculum? LEARNING AREAS/ SUBJECT DISCIPLINES GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES English Mathematics Science Health and Physical Education Languages Humanities and Social Sciences (History, Geography, Civics and Citizenship, Business and Economics) The Arts Technologies (inc ICT) Critical and creative thinking Self-management, teamwork and social competence Intercultural understanding Ethical behaviour Literacy Numeracy ICT Aboriginal histories and cultures Asia and Australia’s engagement with Asia Sustainability
10 How is it being phased? Learning areasTimeline EnglishPhase 1 MathematicsPhase 1 SciencePhase 1 Humanities and social sciences History Geography Economics, Business, Civics and Citizenship Phase 1 Phase 2 Phase 3 The ArtsPhase 2 LanguagesPhase 2 Health and PEPhase 3 TechnologiesPhase 3
11 F - 10 What does F mean? F is the abbreviation for “Foundation” which is now the common agreed term used to refer to the first year of school for curriculum design purposes. Schools in Victoria are not at this stage required to use the term in curriculum or other school documents.
12 How is it structured? AUSTRALIAN CURRICULUMVELS STRUCTURE Year-by-year curriculum (11 year levels) Year Level Descriptions Content Descriptions in Strands (some aspects in two year bands) – with illustrative Elaborations Achievement Standards Prep and then two-year bands (6 levels) Learning Focus statements Standards in Dimensions DESIGN Learning areas General capabilities - currently embedded (may be published as separate continua) Cross-curriculum priorities (embedded) Three strands: – Physical, personal and social learning – Discipline-based learning – Interdisciplinary learning
13 On-line format
14 Early childhood VEYLDF OutcomesAustralian Curriculum Children have a strong sense of identity Self management Ethical behaviour Children are connected with, and contribute to, their world ICT Teamwork Intercultural understanding History Children have a strong sense of wellbeing Social competence Children are confident and involved learners Critical and creative thinking Subject-based disciplines Children are effective communicators English
15 Senior Secondary The agreed curriculum for English, Mathematics, History and Science is for the curriculum F-10 First drafts of senior secondary courses in English, Mathematics, History and Science were developed 2010 Revised drafts following consultation to be published later in 2011 States and territories remain responsible for senior secondary assessment and certification Possible introduction of national trade cadetships/Australian Baccalaureate Further policy discussion at the national level No change to senior secondary courses as a result of national curriculum before 2014
16 National context Queensland, Tasmania, SA, NT, ACT: Will implement using a variety of timelines (staged year level or subjects) WA: Will implement, but only when all resources are available to support schools NSW: Will implement content of first four subjects within construct of the NSW Board of Studies prescribed curriculum
17 Victorian approach to implementation Stage 1 Implement English, Mathematics, Science and History within current VELS structure (AusVELS) Stage 2 Revised VELS structure to reflect full Australian Curriculum
18 Victorian timelines Phase 1 English, Mathematics, History and Science Introductory professional development ‘opt-in’ trialling and validation 2011 Professional development school-based planning and trialling 2012 Implementation of English, Maths, History and Science F Implementation of English, Maths, History and Science Year ? Implementation of English, Maths, History and Science Year ?
19 Indicative Victorian timelines Phase 2 Languages, The Arts, Geography Professional development school-based planning and trialling 2013 Implementation of Languages, The Arts, Geography2014 Senior Secondary?
20 Victorian timelines Phase 3 Health and Physical Education Business, Economics, Civics and Citizenship Technologies, including ICT To be determined
21 Assessment and reporting timelines – government and Catholic sectors No change Use of new achievement standards2013
22 Victorian approach Continuity with/building on key aspects of VELS and common practice in many independent schools: whole-school approaches to curriculum responsiveness and innovation at school level within overall standards developmental continuum student centred interdisciplinary skills Commitment to implementation of Australian Curriculum as approved by all States and Territories
23 AusVELS Features of AusVELS: a single, coherent curriculum framework and web portal for all Victorian schools and teachers; a stable curriculum structure to incorporate further Australian Curriculum subjects (Geography, Languages, The Arts, Health and Physical Education, ICT and Design and Technology, and Business and Economics) maintains leading features of Victorian approach to curriculum enables inclusion of specific Victorian content/references in some curriculum areas (Mathematics/Science) and elaborations
24 Alternative curricula Status quo in Victoria. Current application processes for Victorian government schools through the regional and central offices will continue to apply. Further advice about the process for the recognition of well–recognised alternative curriculum programs (includes International Baccalaureate, Montessori, Steiner, Cambridge) will be provided when finalised by ACARA.
25 Learning Areas The structure of English, Mathematics, Science and History is set out in eleven levels. The year level structure provides an indication of the content and achievement standards it is expected most students in particular year levels will cover, but more importantly it provides a map that defines key indicators of learning development and progress. Schools and teachers continue to have the flexibility to enable students to progress at different rates through the ‘learning map’ provided by the curriculum.
26 Key content differences SubjectsKey features EnglishStrands (Literature, Language, Literacy) as well as modes (Reading, Writing, Speaking and Listening) Mathematics3 content strands + 4 proficiency strands HistoryMore specificity of content ScienceNew nomenclature (‘Science as a Human Endeavour’) and some re-ordering of content
27 General capabilities General capabilities continue to be developed by ACARA Victorian government and Catholic schools will continue to use the Physical, Personal and Social Learning and Interdisciplinary Learning strands of the VELS until the general capabilities are fully developed, including a full continuum of achievement standards
28 Cross curriculum priorities The Australian Curriculum identifies three cross curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability These are not separate, perpetual areas of learning but rather illustrate how learning can be integrated across the subjects and general capabilities to enable students to engage with current issues in contemporary society.
29 Resources AusVELS will provide links to the curriculum resources that will be developed to support the Australian Curriculum Resources will support the implementation of the three cross-curriculum priorities identified as part of the Australian Curriculum
30 Key issues for trialling and validation 1.Essential learning: has it been included? 2.Scope of content: too much? 3.Professional development and resources needed?
31 Assessment and reporting Achievement Standards currently subject to process of validation Very different models of assessment and reporting across Australia Opportunity for Victoria to evaluate and reassess current assessment and reporting practices For example: Progression points? Necessary? If so, at what level of calibration?
32 Key issues: assessment of and for learning Current structure for government and Catholic sectors: Two year standards, semester progression points Proposed Australian Curriculum structure: Hybrid: two year standards, single year standards, no progression points Questions: What level of calibration is most useful for assessment of student achievement and reporting of student achievement? Do these two purposes require different levels of calibration? If so, what?
33 FAQ Will we have to report on History and Science in Prep? For government and Catholic sector schools, reporting and assessment requirements will remain unchanged in 2011 and Any changes to assessment and reporting requirements will be informed by consultation with schools, parents and communities. Independent schools will be required to comply with national guidelines – substantial implementation of phase 1 of Australian Curriculum by 2013.
34 FAQ Do students in Years 9-10 all have to do the Australian Curriculum subjects? It is expected that the learning program available for all students will draw on each of the eight learning areas. Schools retain the final responsibility for design of appropriate student learning programs. Schools will continue to be able of offer VCE and VET subjects and VCAL to students in Years 9 and 10. Schools need to ensure that students are appropriately advised about the level of knowledge and skill required to successfully undertake VCE and VET studies.
35 FAQ Does the curriculum content set for a particular year level by the Australian Curriculum have to be taught to all students in that year level? What about multi- grade classrooms? The Australian Curriculum sets out a nationally-agreed sequence of learning, both in terms of content and achievement standards. However, teachers and schools retain the flexibility to tailor teaching and learning programs according to local circumstances while reporting against common standards.
36 FAQ What about English as an Additional Language/Dialect (EAL/D) students? ACARA is developing teaching resources to support the teaching of EAL/D students. Government and Catholic schools in Victoria should continue to use the ESL scales for curriculum planning and assessment.
37 FAQ What about students with Additional Learning Needs? Continue to use current Victorian approach of matching student with appropriate levels Working Towards Level 1 of VELS to continue to be made available ACARA developing similar resource
38 Why this approach to implementation? Commitment to personalised learning – importance of assessment based on a developmental continuum Strong culture of school-based curriculum development in Victoria Consistent with other initiatives Student at the centre of curriculum planning Value of interdisciplinary learning Commitment to a curriculum framework that enables and supports innovative practice developed against common standards
39 Does content matter? Content matters AC affirms the importance of content as well as skills Empirical data (national Civics tests, SAP HPE data) shows that student learning achievement is directly correlated to what they have been taught Learning by osmosis is not a universal phenomenon
40 Conclusion Implementation of Australian Curriculum an opportunity to build on and extend current curriculum reform Schools can use the implementation of Australian Curriculum for both incremental change and substantial curriculum renewal
41 Small group questions In small groups, identify key questions you have or you think your staff might have arising from this presentation.