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1 Introducing the Victorian Curriculum Reform 2004 Consultation Paper 2004 Consultation Paper A Framework of ‘Essential Learning’ April 2004.

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Presentation on theme: "1 Introducing the Victorian Curriculum Reform 2004 Consultation Paper 2004 Consultation Paper A Framework of ‘Essential Learning’ April 2004."— Presentation transcript:

1 1 Introducing the Victorian Curriculum Reform 2004 Consultation Paper 2004 Consultation Paper A Framework of ‘Essential Learning’ April 2004

2 2 Aims The VCAA will develop:  a broad framework of ‘essential learning’ for all Victorian students  a range of assessment processes to measure student achievement against the defined performance standards

3 3 The reform challenge To prepare students for a world which is:  global in its outlook and influences  consistently changing at ever increasing pace  complex in its political and economic structures and processes  underpinned by high speed and interactive ICT

4 4 The reform challenge To equip students to be:  responsible individuals who relate to family, friends and colleagues  community members who contribute socially, economically and culturally to society  informed citizens, who understand and contribute to the community and wider world

5 5 Research and consultation  Analysis of 14 national and international curriculum frameworks  Initial round of focus group discussions with 100 teachers and principals  18 statewide consultation forums during March 2004

6 6 Key findings Curriculum needs to:  be knowledge-based with clear specification of essential learning  encourage innovation through deep knowledge and purposeful pedagogy  identify clear standards to be achieved by all  include assessment procedures linked to essential learning standards

7 7 A new structure  Focusing on ‘the essences’, what is at the heart of learning  Underpinned by a statement of ‘universal’ values  Fostering deep understanding  Assisting schools to make professional decisions to construct curriculum  CSF II will be the core reference

8 8 An overview of the new approach  Core discipline concepts – deep learning not detailed content  Generic, cross curriculum skills, other attributes  Personal and social competencies

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10 10 Core discipline concepts and skills  Access to deep discipline concepts is central and unique job of schooling  Fundamental ways of seeing and understanding the world  Discipline concepts and skills to be derived from the KLAs  Focus on deep learning, not breadth of content  Greater freedom for schools to develop curriculum for local needs

11 11 Generic skills  Generic skills that extend beyond the skills of formal disciplines and apply across the curriculum such as broad areas of communication including the use of ICTbroad areas of communication including the use of ICT thinking, learning and problem-solving skillsthinking, learning and problem-solving skills  Promote lifelong learning  To be explicitly recognised in standards

12 12 Personal and social skills  Core business for education  Development of values and personal attributes to assist students to function effectively in society including social, cultural and personal skillssocial, cultural and personal skills organisational and employability skillsorganisational and employability skills  Distinguish between knowledge and skills appropriate for standards setting and values and attributes that are not

13 13 Learning characteristics and curriculum development Early Years  Focus on literacy and numeracy - continue to build on existing good practice  Include generic skills, values and attributes  Draw on discipline concepts and skills as appropriate

14 14 Learning characteristics and curriculum development Middle Years  Literacy and numeracy needs more sophisticated  Important discipline concepts progressively introduced  Increasing focus on teaching thinking skills  Clearer set of curriculum standards

15 15 Learning characteristics and curriculum development Years 9 and 10  Respond to needs of all students - not simply preparing for post compulsory education  Encourage greater responsibility for own learning in a social and community context  Promote innovation, diversity and meeting a wide range of students’ needs

16 16 Performance standards  CSF level structure remains as broad scale for developing standards  Standards for core discipline concepts and skills and generic skills  Informed by general learning characteristics of students as they progress from Prep to year 10  Set at a challenging level, not minimum competence

17 17 Assessment  Measure student achievement against standards  Determine students working at expected level or above or below that level  Describe students’ learning and achievements fairly and accurately  Identify strengths and weaknesses to plan for future learning  Allow students to demonstrate deep understanding and achievement of generic skills

18 18 Parent reporting guidelines  Advice to be developed in conjunction with sector authorities and schools  Clear information for parents on: students’ achievement against standardsstudents’ achievement against standards progress made between reportsprogress made between reports achievement against any relevant national/state benchmarksachievement against any relevant national/state benchmarks priorities for further learningpriorities for further learning

19 19 Support materials  Range of support materials to be developed  Illustrate content, pedagogy, standards, assessment approaches - e.g. sample programs, units of work, annotated student work and reporting samples  Current CSF to be core reference from which schools draw as appropriate  Currently published material to be aligned with new framework

20 20 Summary of proposed changes  Identify ‘essential learning’ for students to prepare for 21 st century  Building on CSF, standards based on discipline concepts and skills, generic skills and personal and social skills  Standards informed by best practice in schools  Schools to have greater flexibility and responsibility for developing content appropriate for local needs

21 21 Timeline 2004  End Term 1 - Publish consultation paper  Term 2 - Consult with profession on reforms outlined in consultation paper  Friday 25 June – Responses to paper via online questionnaire due  Terms 2 and 3 - Write framework and commence development of support materials  Term 4 - Publish complete draft of framework for consultation

22 22 The Victorian Curriculum Reform 2004 Consultation Paper: A Framework of ‘Essential Learning’ Consultation questions for discussion groups

23 23 General Will the new framework provide a stimulus to review and reform the curriculum currently being taught in Victorian Schools? How will it meet the local needs of schools? Will the new framework provide a stimulus to review and reform the curriculum currently being taught in Victorian Schools? How will it meet the local needs of schools?  The proposed framework of essential learning (comprising core discipline concepts and skills, generic skills, and personal and social skills and values) will provide flexibility for schools to include innovative programs that will improve student learning.?  The proposed framework of essential learning will provide an appropriate basis for local implementation of the curriculum in ways that meet the specific circumstances and needs of the school. Do you agree?  What are the major strengths and challenges of the proposal?  What are the major challenges of the proposal?

24 24 Values Values will underpin the framework. Is there a need for flexibility or the implementation of values education at a local level? Should schools be able to add and choose values from the framework? Values will underpin the framework. Is there a need for flexibility or the implementation of values education at a local level? Should schools be able to add and choose values from the framework?  The framework should be underpinned by an explicit statement of broadly agreed values. To what extent do you agree?  The suggested set of values included on pages 4 and 5 of the Consultation Paper is appropriate. To what extent do you agree?  Which if any of this list of values should be deleted or modified?  What, if anything, should be added?

25 25 Core discipline concepts and skills To what extent do you agree with the proposed structure of the framework outlined on page 5 of the consultation paper? To what extent do you agree with the proposed structure of the framework outlined on page 5 of the consultation paper?  The identification of core discipline concepts and skills is an appropriate way to address the need to focus on depth of learning rather than breadth of content.  Which disciplines should be represented as core disciplines in a framework of essential learning?  Within these, what are some core concepts you would identify for inclusion in the framework of ‘Essential Learning’?

26 26 Generic skills Generic skills To what extent do you agree with the inclusion of the suggested set of generic skills in the new framework?  A set of explicitly stated generic skills is an important part of a curriculum framework that aims to promote lifelong learning, active citizenship and a productive social and economic future. Which important generic skills ought to be added to the proposed list on pages 8 and 9?  Which important generic skills, if any, ought to be added to the proposed list on pages 8 and 9 of the Consultation Paper?  Which important generic skills on the proposed list, if any, should be deleted or modified?  Are any of the listed skills more appropriately located within specific disciplines?

27 27 Performance standards Performance standards will be written for core discipline concepts and skills and generic skills. In writing these standards what issues need to be considered? Performance standards will be written for core discipline concepts and skills and generic skills. In writing these standards what issues need to be considered?  As outlined in the Consultation Paper, the Framework will include performance standards at each level. The framework should also provide extension standards at each level for those students who excel. To what extent do you agree?  For which of the generic skills listed on pages 8 and 9 would it be appropriate to develop a set of performance standards?

28 28 Assessment and reporting Assessment How do we assess for deep understanding of concepts and skills?  What sort of assessment techniques will best enable students to demonstrate deep understanding? Reporting to parents How and what should schools report to parents?  Reports to parents should include clear summary statements of student achievement against performance standards, including generic skills  Schools should report progress students have made against the standards from one reporting period to the next and also next steps for learning. To what extent do you agree?  Schools should report on the development of personal and social competencies. To what extent do you agree?

29 29 Support materials What kind of materials would be most useful in supporting schools to assess student achievement against the standards and report to parents? Any other questions/comments


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