Presentation on theme: "Implementation of the Australian Curriculum in Victoria"— Presentation transcript:
1Implementation of the Australian Curriculum in Victoria
2National plans for implementation Victorian approach to implementation Session outlineCurrent statusBackgroundNational plans for implementationVictorian approach to implementationVictorian timeline for implementationIntroduction to AusVELSQuestions and discussion2
3Current statusDecember 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 2013.3
4Current statusContent approved for publicationEstablishing a national common approach to the achievement standards across all States and Territories, and trialling and validating that approachFurther refining and adjusting the curriculum content as a result of validating achievement standards and structured feedback from teachers
5History of national curriculum 1989Hobart Declaration1993Statements and profiles1999Adelaide Declaration2006Statements of learning2007Howard government Australian History curriculumRudd government commitment to national curriculum in English, Mathematics, Science and History2008Establishment of National Curriculum BoardNAPLANMelbourne DeclarationCommitment to eight learning areas, General capabilities, Cross-curriculum priorities2009Establishment of ACARA
6History of Victorian curriculum 1985Curriculum Frameworks1993National Statements and Profiles → CSF1998CSF II2005VELS
7Development trajectory Curriculum Frameworks specified learning areas, but then seen as too vagueCSF provided greater detail, but then perceived as too ‘big’CSF II provided more specification, but then perceived as too atomisedVELS more holistic, less atomisedVELS reaffirmed importance of subject disciplinesBreakthrough in VELS the inclusion of forms of knowledge previously either implicit or not included in the school curriculumInclusion of both declarative and procedural forms of knowledge
8National policy background Promoting world-class curriculum and assessmenta solid foundation in skills and knowledge on which further learning and adult life can be builtdeep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applicationsgeneral 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
9What is the Australian Curriculum? LEARNING AREAS/ SUBJECT DISCIPLINESGENERAL CAPABILITIESCROSS-CURRICULUM PRIORITIESEnglishMathematicsScienceHealth and Physical EducationLanguagesHumanities and Social Sciences (History, Geography, Civics and Citizenship, Business and Economics)The ArtsTechnologies (inc ICT)Critical and creative thinkingSelf-management, teamwork and social competenceIntercultural understandingEthical behaviourLiteracyNumeracyICTAboriginal histories and culturesAsia and Australia’s engagement with AsiaSustainability
10How is it being phased? Learning areas Timeline English Phase 1 MathematicsScienceHumanities and social sciencesHistoryGeographyEconomics, Business, Civics and CitizenshipPhase 2Phase 3The ArtsLanguagesHealth and PETechnologies10
11F - 10What 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.
12AUSTRALIAN CURRICULUM How is it structured?AUSTRALIAN CURRICULUMVELSSTRUCTUREYear-by-year curriculum (11 year levels)Year Level DescriptionsContent Descriptions in Strands (some aspects in two year bands)with illustrative ElaborationsAchievement StandardsPrep and then two-year bands (6 levels)Learning Focus statementsStandards in DimensionsDESIGNLearning areasGeneral capabilities - currently embedded (may be published as separate continua)Cross-curriculum priorities (embedded)Three strands:Physical, personal and social learningDiscipline-based learningInterdisciplinary learning
14Australian Curriculum Early childhoodVEYLDF OutcomesAustralian CurriculumChildren have a strong sense of identitySelf managementEthical behaviourChildren are connected with, and contribute to, their worldICTTeamworkIntercultural understandingHistoryChildren have a strong sense of wellbeingSocial competenceChildren are confident and involved learnersCritical and creative thinkingSubject-based disciplinesChildren are effective communicatorsEnglish
15Senior SecondaryThe agreed curriculum for English, Mathematics, History and Science is for the curriculum F-10First drafts of senior secondary courses in English, Mathematics, History and Science were developed 2010Revised drafts following consultation to be published later in 2011States and territories remain responsible for senior secondary assessment and certificationPossible introduction of national trade cadetships/Australian BaccalaureateFurther policy discussion at the national levelNo change to senior secondary courses as a result of national curriculum before 2014
16National 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 schoolsNSW:Will implement content of first four subjects within construct of the NSW Board of Studies prescribed curriculum
17Victorian approach to implementation Stage 1Implement English, Mathematics, Science and History within current VELS structure (AusVELS)Stage 2Revised VELS structure to reflect full Australian Curriculum
18Victorian timelines Phase 1 English, Mathematics, History and ScienceIntroductory professional development‘opt-in’ trialling and validation2011Professional developmentschool-based planning and trialling2012Implementation of English, Maths, History and Science F - 102013Implementation of English, Maths, History and Science Year 112014?Implementation of English, Maths, History and Science Year 122015?
19Indicative Victorian timelines Phase 2 Languages, The Arts, GeographyProfessional developmentschool-based planning and trialling2013Implementation of Languages, The Arts, Geography2014Senior Secondary?
20Victorian timelines Phase 3 Health and Physical EducationBusiness, Economics, Civics and CitizenshipTechnologies, including ICTTo be determined
21Assessment and reporting timelines – government and Catholic sectors No changeUse of new achievement standards2013
22Victorian approachContinuity with/building on key aspects of VELS and common practice in many independent schools:whole-school approaches to curriculumresponsiveness and innovation at school level within overall standardsdevelopmental continuumstudent centredinterdisciplinary skillsCommitment to implementation of Australian Curriculum as approved by all States and Territories
23AusVELS 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 curriculumenables inclusion of specific Victorian content/references in some curriculum areas (Mathematics/Science) and elaborations
24Alternative 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.
25Learning AreasThe 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.
26Key content differences SubjectsKey featuresEnglishStrands (Literature, Language, Literacy) as well as modes (Reading, Writing, Speaking and Listening)Mathematics3 content strands + 4 proficiency strandsHistoryMore specificity of contentScienceNew nomenclature (‘Science as a Human Endeavour’) and some re-ordering of content
27General capabilitiesGeneral capabilities continue to be developed by ACARAVictorian 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
28Cross curriculum priorities The Australian Curriculum identifies three cross curriculum priorities:Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainabilityThese 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.
29ResourcesAusVELS will provide links to the curriculum resources that will be developed to support the Australian CurriculumResources will support the implementation of the three cross-curriculum priorities identified as part of the Australian Curriculum
30Key issues for trialling and validation Essential learning: has it been included?Scope of content: too much?Professional development and resources needed?
31Assessment and reporting Achievement Standards currently subject to process of validationVery different models of assessment and reporting across AustraliaOpportunity for Victoria to evaluate and reassess current assessment and reporting practices For example: Progression points? Necessary? If so, at what level of calibration?
32Key issues: assessment of and for learning Current structure for government and Catholic sectors:Two year standards, semester progression pointsProposed Australian Curriculum structure:Hybrid: two year standards, single year standards, no progression pointsQuestions: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?
33FAQ 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.
34FAQDo 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.
35FAQDoes 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.
36FAQWhat 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.
37FAQ What about students with Additional Learning Needs? Continue to use current Victorian approach of matching student with appropriate levelsWorking Towards Level 1 of VELS to continue to be made availableACARA developing similar resource
38Why this approach to implementation? Commitment to personalised learning – importance of assessment based on a developmental continuumStrong culture of school-based curriculum development in VictoriaConsistent with other initiativesStudent at the centre of curriculum planningValue of interdisciplinary learningCommitment to a curriculum framework that enables and supports innovative practice developed against common standards
39Does content matter? Content matters AC affirms the importance of content as well as skillsEmpirical data (national Civics tests, SAP HPE data) shows that student learning achievement is directly correlated to what they have been taughtLearning by osmosis is not a universal phenomenon
40ConclusionImplementation of Australian Curriculum an opportunity to build on and extend current curriculum reformSchools can use the implementation of Australian Curriculum for both incremental change and substantial curriculum renewal
41Small group questionsIn small groups, identify key questions you have or you think your staff might have arising from this presentation.