1. Here today, gone tomorrow. Curriculum frameworks USQ Grad dip (L&T) July Vac school.Steve Smith

2. What is our curriculum framework? Why have a curriculum? Why have a curriculum? Does our curriculum impact on student engagement? Does our curriculum impact on student engagement? Does our curriculum need to be organised? Does our curriculum need to be organised? What are the foundations of our current curriculum? What are the foundations of our current curriculum? What’s the best way to organise a curriculum? What’s the best way to organise a curriculum? Should curriculum frameworks change/evolve? Should curriculum frameworks change/evolve?

3. Today’s agenda What should be the foundations of Qld curriculum? What should be the foundations of Qld curriculum? OBE OBE Why the shift to OBE? Why the shift to OBE? Familiarity with CLOs across KLAs Familiarity with CLOs across KLAs Can we organize the curriculum another way? Can we organize the curriculum another way? Does OBE have limitations? Does OBE have limitations? Is a CLO approach the best application of OBE? Is a CLO approach the best application of OBE? Can we un-clutter the curriculum? Can we un-clutter the curriculum? Models for an integrated curriculum? Models for an integrated curriculum? What’s around the corner? What’s around the corner?

4. What should be the foundations of Queensland curriculum? OBE OBE Lifelong learner attributes Lifelong learner attributes Learner-centred approaches Learner-centred approaches Cross curricular Priorities Cross curricular PrioritiesLiteracyNumeracyLife-skills Futures perspective? Should the QSA syllabus docs (CLOs) be the main curriculum foundation?

5. What is OBE?

6. Outcomes Based Education

7. Why the shift to OBE?

8. OBE Key Messages (adapted from Spady) Outcomes happen (demonstrateable) Outcomes happen (demonstrateable) Outcomes happen in the end (exit) Outcomes happen in the end (exit) Outcomes happen somewhere (context) Outcomes happen somewhere (context) Outcomes matter (relevant, real life) Outcomes matter (relevant, real life) Outcomes hang around (long term) Outcomes hang around (long term) Outcomes take many forms (transferable) Outcomes take many forms (transferable) Outcomes can’t be averaged (or graded!) Outcomes can’t be averaged (or graded!) Outcomes change people Outcomes change people

9. Outcomes based education is a mindset, a process and not a product that can be placed in schools.….. OBE isn’t a syllabus document

10. OBE’s POWER PRINCIPLES (Spady) Clarity of focus on culminating exit outcomes of significance Clarity of focus on culminating exit outcomes of significance Expanded opportunity and support for learning success Expanded opportunity and support for learning success High expectations for all to succeed High expectations for all to succeed Design down from your ultimate culminating outcomes Design down from your ultimate culminating outcomes

14. Can we align (or connect) the CLOs to make learning more relevant and purposeful?

16. New Basics Life Pathways and Social Futures Life Pathways and Social Futures “Who am I and where am I going?’ Multiliteracies and Communication media Multiliteracies and Communication media “How do I make sense of and communicate with the world?” Active Citizenship Active Citizenship “What are my rights and responsibilities in communities, cultures and economies?” Environments and Technologies Environments and Technologies “How do I describe, analyse and shape the world around me?”

17. Does OBE have any limitations? Your thoughts?

18. Does OBE have any limitations? Quality performance. If we don’t expect and acknowledge quality performance we’re unlikely to get it. Quality performance. If we don’t expect and acknowledge quality performance we’re unlikely to get it. Assessment and reporting. Some purists might suggest we shouldn’t ‘grade’ or acknowledge performance. Assessment and reporting. Some purists might suggest we shouldn’t ‘grade’ or acknowledge performance. Too many outcomes Too many outcomes OBE is misunderstood OBE is misunderstood

19. Is our curriculum too crowded?

20. Carrington.V, (2002) The middle years of schooling in Queensland: a way forward. Position paper prepared for Education Queensland, December 2002. Brisbane. (p.5 ) ‘Other related international research suggests that the in-depth study of fewer curriculum outcomes contributes to the enhanced student achievement and engagement’

21. Having time to think Having time to think Primary: 56% agreed; Secondary: 34% agreed Mean Response Rating Year Level Thinking trial and comparison data, May 2000 (n=5,507) MYRAD

22. Having time to think Having time to think Teachers: Teachers: “The time-table allows students at this school to engage in in-depth learning for extended periods of time.” “The time-table allows students at this school to engage in in-depth learning for extended periods of time.” Primary: 56% agreedSecondary: 24% agreed (MYRAD 2000) Primary: 56% agreedSecondary: 24% agreed (MYRAD 2000)

23. The Middle Phase of Learning. (2003) State action plan. Qld. Gov. Brisbane. (p. 9) Despite the high quality of Key Learning Area syllabuses and documents, the sheer volume of outcomes statements is daunting for teachers, may reduce the capacity of teachers for timely intervention based on the learning needs of individual students, and may work against curriculum consistency across classes and schools

24. Getting to the heart of CLOs Eg Science (LL 1.1) Students discuss their thinking about needs of living things SOSE (SRP 2.5) Students devise possible solutions to problems people may have in accessing resources HPE (PH 4.3) Students propose ways of responding to situations and behaviours that are unsafe, harmful or risky, after assessing options and consequences

25. Developing CLOs? Eg HPE (PH 4.3) Students propose ways of responding to situations and behaviours that are unsafe, harmful or risky, after assessing options and consequences Eg HPE (PH 4.3) Students propose ways of responding to situations and behaviours that are unsafe, harmful or risky, after assessing options and consequences Do we need to teach a unit of work to help students develop an outcome? Do we need to teach a unit of work to help students develop an outcome?

32. What do toads eat? Current State or Fed Govt strategies or plans. ‘Containing’ strategies currently employed? Ecosystems: what are they? Sample Aussie ecosystems What is biodiversity? Why is it important? Where did cane toads come from? What is their natural food source, predators, density etc? Why were cane toads introduced? What is biological control? Anatomy of a cane toad How do cane toads kill native fauna and flora? How do cane toads affect waterways? Cane toad breeding cycles/ reproduction Current distribution within Australia. Future projections? What ‘makes’ an ecosystem healthy? Design and construct a toad free local habitat How do cane toads travel? Recent case studies and data Effects of cane toads on Australian ecosystems

33. Reformatted Concept map EMBEDDING learning processes Unit planning overview Level 4/5 (Upper primary/Lower secondary) ‘Effects of Cane Toads on Australian Ecosystems’ Science: (LL 4.1, 4.2, 5.1, 5.2, 6.1, 6.2.); SOSE: PS 4.2, 5.2, 6.2 ) etc Compare a toad’s diet with native frogs and toads Interpret current State and Fed Govt. strategies and plans for containment and evaluate their effectiveness Explain and describe a variety of Aussie ecosystems Explain biodiversity and justify why is it important? Research where cane toads originated? What is their natural food source, predators, density etc? Explain why cane toads were introduced into Australia? Describe ‘biological’ control? Analyse the anatomy and adaptations of a cane toad Investigate how cane toads kill native fauna and flora? Propose how cane toads affect waterways? Compare cane toad breeding cycles and reproduction with native frogs and toads Analyse current toad distribution within Australia. Predict future projections? Propose necessary characteristics of a healthy ecosystem Investigateand analyse recent case studies and data Investigate and explain how cane toads travel? Design and construct a toad free local habitat Effects of cane toads on Australian ecosystems

36. How can we integrate/connect curriculum? Solar system model Solar system model Tractor wheel model (NBSHS) Tractor wheel model (NBSHS)

37. What’s around the corner? 2008????? New syllabus? 2008????? New syllabus? Key learnings Key learnings