Transcript The Australian Curriculum

AISSA Conference, 5-6 August
The Australian Curriculum
Addressing the challenges of educating 21st century learners
Peter W. Hill
CEO, ACARA
Globalisation
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Cultural
Economic
Environmental
Political
Social
Technological
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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.
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Pragmatics vs vision
Immediate
challenge of
dealing with our
past histories
Longer-term goal
of facing the
challenges of the
future
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Shape of the curriculum
• Learning areas
• General capabilities
• Cross-curricular priorities
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The Learning Areas
Learning areas
Timeline
English
Phase 1
Mathematics
Phase 1
Science
Phase 1
Humanities and social
sciences
• History
• Geography
• Economics, Business, Civics
and citizenship
Phase 1
Phase 2
Phase 3
The Arts
Phase 2
Languages
Phase 2
Health PE
Phase 3
Technologies
Phase 3
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General capabilities
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Literacy
Numeracy
ICT
Thinking skills
Creativity
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Self management
Teamwork
Social competence
Intercultural understanding
Ethical behaviour
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Three-dimensional curriculum
Learning Areas
Year (K-10)
Cross curriculum priorities
Indigenous
culture
Sustainability
Asia
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
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Key issues: All
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Alignment
Content overload/time
Coherence, sequence
Assessment
Resources
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Alignment:
English
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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
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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’
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.
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
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.
Longer-term challenges
• Personalising the learning
• Moving from a normative to a standardsbased view of student achievement
• Student-centred pedagogies
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Curriculum alignment
Curriculum content
Achievement standards
Reporting framework
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What a student can do…
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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.
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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
Standards continuum