0. AISSA Conference, 5-6 August
The Australian Curriculum Addressing the challenges of educating 21st century learners
Peter W. Hill
CEO, ACARA

1. Globalisation Cultural Economic Environmental Political Social
Technological

2. National agenda
Australian governments commit to working in collaboration with all school sectors to support all young Australians to become:
successful learners
confident and creative individuals
active and informed citizens.

3. Pragmatics vs vision
Immediate challenge of dealing with our past histories
Longer-term goal of facing the challenges of the future

4. Shape of the curriculum
Learning areas
General capabilities
Cross-curricular priorities

5. The Learning Areas Learning areas Timeline English Phase 1 Mathematics
Science
Humanities and social sciences
History
Geography
Economics, Business, Civics and citizenship
Phase 2
Phase 3
The Arts
Languages
Health PE
Technologies

6. General capabilities Literacy Numeracy ICT Thinking skills Creativity
Self management
Teamwork
Social competence
Intercultural understanding
Ethical behaviour

7. Three-dimensional curriculum
Learning Areas
General capabilities
Year (K-10)

8. Cross curriculum priorities
Indigenous culture
Sustainability
Asia

9. K-10 consultation feedback
8 state/territory forums (935 participants)
10 national forums
3,650 web surveys
26,039 valid web comments (from 58,357 received)
694 written submissions (209 from peak bodies)
Survey feedback from 87 trial schools

10. Key issues: All Alignment Content overload/time Coherence, sequence
Assessment
Resources

11. Alignment: English

12. Revision and approval process
Directions for revision endorsed by Board and AEEYSOC
July-August: meetings with Director of Curriculum, national panels and jurisdictions
To imnisters in late September
Launch in October

13. Resources ESA to locating and tagging existing resources
National Goals Working Party to work out how to make available juridictional resources
ACARA to work with jurisdictions, AITSL and ESA on filling ‘gaps’

14. The senior secondary years curriculum
ACARA is responsible for developing curriculum content and achievement standards.
States and territories continue to offer other subjects.
The list of Australian Curriculum subjects may grow in time if there is national agreement.
ACACA agencies will be responsible for delivery of nationally agreed curriculum content and achievement standards within their jurisdiction, i.e., determining their assessment, certification and quality assurance requirements. 14

15. Development of senior secondary achievement standards (July 2010 – December 2010)
ACARA will work with an expert group, including ACACA nominees to:
Develop a model for the writing and use of achievement standards, including proposed nomenclature
Establishment of expert working groups across each learning area and course.
Undertake the drafting of achievement standards

16. Second round consultation (February – April 2011)
The focus for consultation :
The appropriateness and clarity of the draft senior secondary content
The appropriateness and clarity of the draft achievement standards.

17. Longer-term challenges
Personalising the learning
Moving from a normative to a standards- based view of student achievement
Student-centred pedagogies

18. Curriculum alignment
Curriculum content Achievement standards Reporting framework

19. What a student can do…

20. What a student can do…
End of Year 6 Personal competence Personal competence for students in Year 3 to Year 6 involves students continuing to relate their learning across the curriculum to personal examples from their everyday lives. In learning about self-awareness and how to be more self-aware students in Year 3 to Year 6 identify a range of influences on their personal identity. Students learn more about personal strengths and challenges in communication. They recognise diversity of experience and opinion. Students identify particular emotions that are elicited by learning and begin to reflect on and learn from their successes and failures. In learning about self-management and learning how to better manage themselves students in Year 3 to Year 6 continue to discover more about how they can apply learning from school in their personal lives. They learn more about self-discipline, self-control, taking initiative, being adaptable, resilience and setting and monitoring personal and academic goals. Students begin to draw connections between their emotions and their behaviour.

21. A Excellent achievement beyond what is expected at this year level
B Good achievement of what is expected at this year level
C Satisfactory achievement of what is expected at this year level
D Partial achievement of what is expected at this year level
E Minimal achievement of what is expected at this year level

22. Standards continuum