Transcript Western Australian Curriculum and Assessment in the

Western Australian Curriculum and
Assessment in the Primary Years (P–6)
© 2015 School Curriculum and Standards Authority
The Act
School Curriculum and Standards Authority Act, 1997
The objects of the Act are:
(a) to provide for standards of student achievement and for the assessment and
certification of student achievement according to those standards
(b) to provide for the development of an outline of curriculum and assessment in
schools that, taking account of the needs of students, sets out the knowledge,
understanding, skills, values and attitudes that students are expected to
acquire and guidelines for the assessment of student achievement; and to
provide for the development and accreditation of courses for schooling
(c) to provide for the maintenance of a database of information relating to —
(i) the participation by students during their school years in education,
training or employment as provided for by the School Education Act
(ii) the achievements of students during those years
(iii) records of assessment in respect of students.
The Outline
The Western Australian Curriculum and Assessment Outline:
• sets out the knowledge, understanding, skills, values and
attitudes that students are expected to acquire, and
guidelines for the assessment of student achievement
• is mandated for all Western Australian students
• provides comprehensive information that schools can use to
plan student learning programs, assess student progress and
report to parents.
The Australian Curriculum is being developed in phases. Some
learning areas have been implemented from the Australian
Curriculum, others are described in the Curriculum Framework.
Welcome to the new-look Outline
Learning areas and subjects
Phase 1
Phase 2 and Phase 3
• English
• History (a component of
Humanities and Social Sciences)
• Mathematics
• Science
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Health and Physical Education
Humanities and Social Sciences
Languages
Technologies
The Arts
P–10 Curriculum implementation timeline
2015 Full implementation for English, Mathematics, Science and History
2016 Health and Physical Education, Humanities and Social Sciences,
Technologies and The Arts Curriculum available to schools for
familiarisation at the start of Semester 1
The Languages Curriculum available to schools for familiarisation at
the start of Semester 2
Assessment Snapshots, Assessment Activities, Judging Standards
and Annotated Work Samples for Health and Physical Education,
Humanities and Social Sciences, Languages, Technologies and The
Arts
2017 Full implementation for Health and Physical Education and
Humanities and Social Sciences
2018 Full implementation for The Arts, Technologies and Languages
Delivering the P–10 curriculum
• Teachers should be using the Western Australian Curriculum
and Assessment Outline for Phase 1.
• Some schools are engaging with ACARA Phase 2 and Phase 3
learning areas and subjects.
• Western Australian syllabuses for Phase 2 and Phase 3 will
be released in 2016 with:
– core content that must be taught to all students
– achievement standards (A–E) based on the core content
against which students will be assessed.
Review of the Australian Curriculum
• The Ministerial Council endorsed ACARA’s responses to the
review's recommendations.
• ACARA will be addressing issues such as:
– reducing the content
– improving clarity
– making the curriculum more parent friendly.
• The Authority will continue with its process of adopting and
adapting the curriculum and consider ACARA’s amendments.
Reporting P–10
• Report on student achievement against the year level
achievement standards
– for English, Maths, Science and History (or HASS) for Semester 1
this year.
• Students need to engage with the year level syllabus content
and be assessed against the year level achievement standards.
• Students should receive an A if they demonstrate the year
level standard for an A.
• Students do not have to be ‘two years ahead’ to receive an A.
Reporting P–10 requirements
All schools in Western Australia are required to report in
Semester 1 and Semester 2 2015 on:
• English and Mathematics for Pre-primary (and strongly
encouraged in Science) – not with grade A-E
• English, Mathematics and Science for Years 1 to 10
• either History or the Humanities and Social Sciences, as
determined by the school, for Years 1 to 10.
Schools must use the achievement standards, outlined in the
School Curriculum and Standards Authority’s Reporting Policy:
Pre-primary to Year 10. Years 1–2 grade is optional; Year 3 and
beyond grades required.
Reporting P–10 2015 and 2016
• English, Mathematics and Science adopted ‘as is’ from
ACARA
– teachers must use the Western Australian
achievement standards for determining grades.
• History for 2015 and 2016 adopted ‘as is’ from ACARA
– teachers must use the Western Australian
achievement standards for determining grades
OR
– teachers can determine a grade based on a
combination of Humanities and Social Sciences
subjects.
Support for reporting P–10
The assessment pointers and the annotated works
samples in Western Australia’s Judging Standards
resources:
• describe the quality of learning at each grade A–E
• exemplify the achievement standards at A–D.
The Australian Curriculum achievement standard is a
general year level statement.
• It describes ‘satisfactory’ performance at a C grade level
– the ‘expected’ standard.
Reporting P–10 – modified curriculum
Students working with a modified Curriculum need a
documented individual education plan (IEP) or
differentiated learning plan (DLP).
These plans need to incorporate appropriate reporting
that has been negotiated with the student and their
parents/carers.
These students are outside the A-E reporting requirement
and reports should be against their individual or
differentiated plan.
Adopting and adapting the curriculum
Curriculum differences – Phases 2 and 3
The Australian Curriculum
The Western Australian Curriculum
The Australian Curriculum written in
bands for Health and Physical
Education, Technologies and The Arts.
Year level syllabuses have been
developed for Health and Physical
Education, Technologies and The Arts.
History, Geography, Civics and
Citizenship and Economics and
Business written as separate disciplines
across Phases 1, 2 and 3 of the
Australian Curriculum.
The aggregation of the Humanities and
Social Sciences into a coherent learning
area with a generic set of skills and
overview documentation.
Content descriptions are supported by
elaborations.
Content descriptions stand alone and
reflect the core content in each
learning area/subject. Elaborations
have been embedded in the content
where necessary for exemplification.
Year level syllabuses – HPE 1–2
ACARA content description Year 1 and 2
• Describe their own strengths and achievements and those of
others, and identify how these contribute to personal
identities (ACPPS015)
Western Australian Year level syllabuses:
• Year 1
– Personal strengths and how these change over time
(ACPPS015)
• Year 2
– Personal strengths and achievements and how they
contribute to personal identities (ACPPS015)
P–10 Syllabus structure – the overview
Each learning area has an overview section which sets out:
Rationale
Student diversity
Aims
General capabilities
Organisation
Cross-curriculum priorities
Ways of teaching
Glossary
Ways of assessing
Scope and sequence
P–10 Syllabus structure – the content
Each year level syllabus contains:
• a year level description – signals a focus for the content, the
progression and the pitch of the content
• content descriptions – specifies what teachers are expected
to teach
• an achievement standard – describes the characteristics of
student achievement.
Pre-primary The Arts: Dance
YEAR LEVEL DESCRIPTION
In Pre-primary, learning in dance builds on the dispositions
developed in the early years.
Students engage with purposeful play in structured activities, to
explore how the body moves through space. They develop
fundamental movement skills and learn about safe dance practices.
Students experience performing dance and, as an audience they
learn how to focus their attention on the performance. They make
simple evaluations of the dances they view and make, exploring
what they like.
As students make and respond to dance, they explore ideas and the
elements of dance (Body and Space). They have the opportunity to
explore different places and occasions where people dance.
Year 2 Dance
Content descriptions
Responding
• Audience behaviour (being attentive, responding appropriately)
when students view different dance styles (ACADAR004)
• Reasons why people dance (ACADAR004)
• Personal responses to the elements of body, space and time in
dances they view and make (ACADAR004)
Generic skills for HASS
HASS skills – Questioning and Researching
HASS skills – Analysing
HASS skills – Evaluating
HASS skills – Communicating and Reflecting
Ways of teaching and Ways of assessing
The Ways of teaching aim to support teachers with planning
for curriculum delivery across the years of school, with the
teaching in each year extending learning in previous years.
The Ways of assessing complement Ways of teaching and aim
to support teachers in developing effective assessment
practice.
These complement the principles of teaching, learning and
assessment in the Western Australian Curriculum and
Assessment Outline (http://k10outline.scsa.wa.edu.au/).
Ways of assessing – Technologies examples
Assessment strategies Sources of evidence
Observations
The observations of student understandings and process and
production skills through the use of anecdotal notes,
checklists, photographs, videos or recordings.
Group activities
Collaborating and managing is one of the production and
processes skills, this needs to be actively programmed for and
assessed in accordance with the relevant year’s content
description. During group work, teachers should stop at key
points to check individual student understanding.
Fieldwork and
practical (authentic)
evidence
The demonstration of learning through activities such as
virtual and actual fieldwork, to inform the creation of digital
and designed solution.
Judging Standards resources – Phases 2 and 3
These resources are for making on-balance judgements about
student achievement over a period of time and a range of
work.
Will comprise, as for Phase 1:
• grade and/or achievement descriptions (e.g. A or Excellent)
with assessment pointers which are concise, ordered
descriptions of what achievement looks like, depending on
the tasks selected by the teacher
• annotated work samples that illustrate achievement.
Using the Judging Standards resources
• The Judging Standards resources are not a checklist of what
students should be doing.
• The assessment pointers provide evidence-based
descriptions of qualities students exhibit, depending on the
task. The assessment pointers describe an end-of-year
achievement standard.
• The Judging Standards resources are used for reporting
student achievement at the end of the semester or year, not
for assessing individual pieces of student work.
• Ranked lists and numerical cut points require reference to the
assessment pointers.
• Assign grades in relation to the achievement standard.
Judging Standards evidence base
• Based on evidence (student work samples)
– Rely on pairwise processes to develop achievement scales in
each subject/learning area and year
– Teacher judgements about ‘quality’ of student performance
determine the achievement scale.
• Term 4, 2014
– 247 teachers at 139 schools, completed 236 assessment tasks
in 16 Phase 2 and 3 subjects, from Pre-primary to Year 10
produced 15,172 assessment work samples.
• This is about 60% of the evidence (work samples) we need.
• Further tasks are being delivered in 2015.
Judging Standards – Phase 1 more to come
English
• Provide assessment pointers and annotated work samples
for
– Reading and viewing
– Speaking and listening.
Mathematics
• Provide a greater range of annotated student work samples.
Science
• Provide more annotated work samples, particularly for Years
7–10.
Moderation
Under the School Curriculum and Standards Authority Act
1997, one of the functions of the Authority is
to the extent determined by the Authority, to provide for the
comparability of assessments of student achievement in the
compulsory education period that are made, caused to be
made or recognised by the Authority. (Section 9(n))
There are well-established procedures in national and
international jurisdictions for checking on the comparability of
assessments.
These procedures are generally known as moderation.
Aims of moderation for P–10
Moderation for Years P–10 in Western Australia will focus on:
• developing shared understandings of the syllabus content
and the achievement standards
• developing accuracy and reliability in making judgements in
relation to achievement standards
• providing opportunities for teachers to compare and, if
necessary, adjust judgements
• strengthening the value of teachers’ judgements
• informing the design of well-targeted teaching programs
based on shared understandings of syllabus content and
achievement standards.
Languages update – report
In 2014 the Authority’s Board requested an overview of the
current provision of languages in Western Australia, both in
and out of school settings, be prepared.
The State of Play: Languages Education In Western Australia,
October 2014:
• provides the Board with a sound basis on which to make
informed decisions about the future development and
provision of language education policy and curriculum in
Western Australia
• identifies some challenges that the Authority is exploring
through consultation with key stakeholders.
ABLES and ABLEWA
Abilities Based Learning Education Support
• curriculum, assessment and pedagogical resources to
support the teaching and learning of students with
disabilities and additional needs.
Abilities Based Learning Education, Western Australia
• to ensure an inclusive P–10 curriculum for all Western
Australian students.
Key features of ABLES
Enables a teacher to:
• assess a student’s readiness to learn
• develop appropriate learning goals for various curriculum
areas in consultation with the student, parents/carers,
teacher and other support personnel
• develop an appropriate Individual Learning Plan that can be
linked to teaching and learning strategies that have been
found to work
• monitor learning progress
• better support a student through the teaching, learning and
assessment cycle.
ABLEWA
• Semester 1, 2015 – ABLEWA Validation Trial Group
– 16 cross-sectoral schools
• Semester 2, 2015 – Expressions of Interest will be called for a
Semester 2 ABLEWA Trial Group.
ABLEWA accessible for all Western Australian schools within
the Outline from 2016.
Contact Maureen Lorimer, Principal Consultant for more
information [email protected]
Key points for Pre-primary–Year 6 2015
Phase 1
English, Mathematics, Science and
History (part of HASS)
Phase 2 and Phase 3
Health and Physical Education,
Humanities and Social Sciences,
Technologies, The Arts and Languages
Schools are implementing Phase 1
learning areas and subjects
The Authority is adapting Phase 2 and
Phase 3 learning areas and subjects
The Authority is augmenting Judging
Standards material – and will be asking
for more work samples in Term 4
The Authority is developing Judging
Standards material – with school
contributing work samples and teachers
involved in pair wise analysis
Reporting to parents in Semester 1 and
semester 2 against the achievement
standards in the Western Australian
Curriculum and Assessment Outline
Schools should be using what they have
used in the past to assist in developing
reports for any subjects in the Phase 2
and 3 Learning Areas until the Judging
Standards resources are made available
Kto10 Circular
• The Kto10 Circular provides monthly updates on the
Kindergarten to Year 10 curriculum.
• It is essential that staff are informed of any
communication regarding courses and examinations.
• School leaders and teachers are encouraged to register
to receive the Kto10 Circular.
New in schools in 2015