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Curriculum Renewal Conference 27-28 July 2006 Every chance to learn

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Curriculum Renewal Conference 27-28 July 2006 Every chance to learn Powered By Docstoc
					    Every chance to learn



Curriculum Renewal Conference
          27-28 July
             2006
        Parliament House
    Every chance to learn




Curriculum Renewal Conference
          Ms Di Kerr
        Project Leader
    National Consistency in
    Curriculum Outcomes
Incorporating national developments
 • National consistency in curriculum
   outcomes (NCCO) – the major national
   curriculum development project
 • other national collaborative projects
   include – ‘National Framework for
   Consumer and Financial Literacy’ and
   ‘Educating for a Sustainable Future: A
   National Environmental Education
   Statement for Australian Schools’
NCCO decisions
2002
• Ministers concerned about lack of
  consistency in curriculum outcomes
  between systems and initiated work to
  develop options for ‘how states can
  collaborate further on consistency in
  curriculum outcomes’
NCCO decisions
July 2003 Ministers
• noted a Research Report on current levels
  of consistency
• endorsed the development of Statements
  of Learning in four curriculum domains -
  English | Mathematics | Civics & Citizenship
  | Science
• decided that Phase 1 would be an English
  Statement of Learning – to be finished by
  February 2004
NCCO decisions
• the passing of the Australian Government
  legislation, Schools Assistance (Learning
  Together – achievement through choice and
  opportunity) Act 2004, regulating
  quadrennium funding altered the context of
  the NCCO work
• States are required to implement the
  Statements of Learning either as part of
  their next curriculum review, if that occurs
  between 2006 and 2008, or before 1
  January 2008
NCCO decisions
• the number of curriculum domains was
  increased to five – ICT added
• a further accountability condition (Section
  19) requires that States will implement by 1
  January 2008 common testing standards,
  including common national tests in the above
  mentioned domains
NCCO decisions
• ‘National Framework for Consumer and
  Financial Literacy’ and ‘Educating for a
  Sustainable Future: A National
  Environmental Education Statement for
  Australian Schools’ would be incorporated,
  as appropriate, in the Statements of
  Learning
NCCO decisions
• Ministers may 'sign off' to say that their
  curriculums do ‘implement’ the Statements
  of Learning, with a possible added
  requirement that a mapping would be
  provided to the Australian Government by 1
  January 2008 as evidence, showing how the
  specific elements of the Statements of
  Learning are present in State or Territory
  curriculum documents
NCCO decisions
• the mapping provided to the
  Australian Government might also
  identify areas of gaps, and how those
  would be addressed over a longer term
Statements of Learning
• intended for use by jurisdictions, not
  schools
• for implementation within jurisdictions’
  mandatory curriculum documents
• are written in terms of ‘opportunities to
  learn’, not learning achievements
• begin with an Introduction which discusses
  the domain in terms of current curriculum
  documents in Australia
Statements of Learning
• are then divided into two parts which cover
  much of the same territory
• Statements of Learning - generally
  presented in prose in under organiser
  headings
• Professional Elaborations - presented in dot
  points often with examples, written in
  professional language, with almost always
  the same organiser headings
Statements of Learning
• both the Statements of Learning and the
  Professional Elaborations are presented in
  four sections, called year junctures
• end of Year 3
• end of Year 5
• end of Year 7
• end of Year 9
Statements of Learning
• the writing and consultation stages of the
  Statements of Learning were completed in
  early 2006
• all jurisdictions indicated that their
  Ministers were likely to approve them
• AESOC gave approval for them to be
  submitted to MCEETYA Ministers for out-
  of-session approval
• final Ministerial approval from almost all
  jurisdictions has been received
Statements of Learning
• what do they look like?
• here are some taken from across the
  Statements of Learning Civics and
  Citizenship in relation to human rights …
Statements of Learning in civics
and citizenship - Year 3 juncture
Students have the opportunity to:
• ‘understand that rules have a key purpose in
  protecting people’s rights’
• ‘develop an understanding of personal rights
  and responsibilities in familiar contexts’
• ‘define and exercise personal rights and
  responsibilities within a variety of contexts’
• ‘participate in positive, local environmental or
  other civic action’
Statements of Learning in civics
and citizenship - Year 5 juncture
Students have the opportunity to:
• ‘reflect on and engage with values that are
  fundamental to a healthy democracy including
  freedom of speech’
• ‘consider whether laws and sanctions are fair
  and appropriate for all people in all situations’
• ‘know that the legal process plays an important
  role in protecting people’s rights ’
Statements of Learning in civics
and citizenship - Year 5 juncture
• ‘develop an understanding of their rights and
  responsibilities and engage with these within
  their school and community’
• ‘appreciate the right of others to be different,
  within the rule of law’
• ‘understand that some important concepts and
  civic terms in Australian democracy are
  legacies of past societies’
Statements of Learning in civics
and citizenship - Year 7 juncture
Students have the opportunity to:
• ‘understand ways in which laws and courts
  protect democratic rights and freedoms.’
• ‘consider the influence of international
  agreements on Australian law’
• ‘explore the civic values and rights and
  responsibilities of citizens in a democratic
  society’
Statements of Learning in civics
and citizenship - Year 7 juncture
Students have the opportunity to:
• ‘discuss and engage with the rights and
  responsibilities of Australian citizens.’
• ‘explore the responsibilities of global
  citizenship’
• ‘investigate the contributions of people who
  have helped achieve civil and political rights in
  Australia and around the world
Statements of Learning in civics
and citizenship - Year 9 juncture
Students have the opportunity to:
• ‘explore concepts of justice and law including ...
  equality before the law, presumption of
  innocence, the right of appeal and restorative
  justice’
• ‘recognise that there are different types of
  law such as statute and common law that
  protect people’s rights’
• evaluate the role that international
  organisations play in protecting human rights’
Statements of Learning in civics
and citizenship - Year 9 juncture
Students have the opportunity to:
• ‘engage with and reflect on the rights and
  responsibilities associated with being a young
  adult in Australia’
• investigate and participate in ways to prevent
  and counter acts of racism, prejudice and
  discrimination’
• ‘consider opportunities to take civic action on
  issues’
Statements of Learning in civics
and citizenship - Year 9 juncture
Students have the opportunity to:
• ‘explore how and why civic and political rights ...
  have changed over time in Australia’
• ‘develop an understanding of Aboriginal and
  Torres Islander people’s pursuit of citizenship
  rights ’
• ‘have an understanding of ... the achievement of
  civil and political rights in Australia.’
Incorporating national developments
 • the first decision for the Taskforce
   to make was whether to implement the
   Statements of Learning through the
   ELA structure or not
 • ELAs represent the core elements of
   curriculum and were designed to
   include what students will actually
   achieve and what schools and teachers
   need to include in their curriculum to
   ensure student achievement and so …
Incorporating national developments
 • it was decided that the ELAs were the
   appropriate place to include the
   opportunities to learn from the
   Statements of Learning and other
   national documents
Incorporating national developments
 • this decision meant that the list of
   the ELAs needed to be carefully
   considered to ensure that some ELAs
   did not end up too long
 • the Taskforce didn’t want the
   Statements of Learning to be
   scattered across too many ELAs
 • nor did it want Statements of
   Learning to be repeated across ELAs –
   choices about best fit had to be made
Incorporating national developments
 • the next decision to be made was
   where in the selected ELAs would be
   the most appropriate place to include
   the opportunities to learn
 • Statements of Learning are divided
   into four junctures - the end of Years
   3, 5, 7 and 9
 • these junctures are an imperfect fit
   with our bands of development
Incorporating national developments
 • in fact, the junctures don’t fit with
   any state or territory’s groupings of
   levels, key stages etc
 • the Taskforce decided that the
   opportunities to learn would be
   included in the relevant band of
   development and this is how it worked
   out …
Incorporating national developments
 • some of the opportunities in the end
   of year 3 juncture fit appropriately in
   early childhood; the rest fit
   appropriately in later childhood
 • all of the opportunities at the end of
   Year 5 juncture fit in later childhood;
   all at the end of Year 7 juncture fit in
   early adolescence; all at the end of
   Year 9 juncture fit in later
   adolescence
Incorporating national developments
 • the final decision was where would the
   opportunities to learn go in the bands
   of development
 • obviously the markers of progress
   were not the right place – progress in
   learning does not equal an opportunity
   to learn
 • the decision was made to incorporate
   them in the essential content section
Incorporating national developments
 • ‘opportunities to understand and learn
   about … ‘
 • ‘opportunities to learn to … ‘
 • ‘opportunities to develop values and
   attitudes about … ‘
 • these categories match our definition
   of an Essential Learning Achievement
Incorporating national developments
   ‘Every chance to learn Curriculum
      Framework for ACT schools’
 • incorporates all the essential
   opportunities to learn set out in the
   Statements of Learning
 • satisfies all national requirements
 • positions ACT students for further
   success in national testing

				
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Description: Curriculum Renewal Conference 27-28 July 2006 Every chance to learn