Dalkeith Primary School
Reporting to Parents and
Australian Curriculum
Education Department's Current Approach
CAR Policy 2010
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Simplified, with a focus on assessment aspects
Curriculum Framework
Increased flexibility
A-E grades remain
Student Outcome Statements and levels no longer used:
judgements are made against expected standards
• A balanced curriculum is guided by the Melbourne Declaration
Australian Curriculum
Key Information
Single, world-class curriculum for all Australians:
• from kindergarten (Pre Primary in WA) to Year 12;
• Available from 2011 English, mathematics, the sciences and
history
• then, languages, geography and the Arts; and
• a continuum of learning in literacy and numeracy skills
• followed by HPE, technologies and the ‘remainder of the
humanities’ – economics, business education, civics and
citizenship.
Australian Curriculum
Background
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In 2008, MCEECDYA ratified the Melbourne Declaration on
Educational Goals for Young Australians.
The Melbourne Declaration provides all Australian education
systems and sectors with a blueprint for progressing
education.
A key aspect of the agreement was to develop a nationally
consistent curriculum across all learning areas, for all
students, K-12.
The Australian Curriculum, Assessment and Reporting
Authority (ACARA) is responsible for development of all
materials.
Australian Curriculum Website
www.acara.edu.au
Enter here to
register and to view
the draft National
Curriculum
Changes through Australian Curriculum
ENGLISH
Curriculum Framework
National Curriculum
National Curriculum
Reading
Language,
Literature,
Literacy
Reading / Viewing
Writing
Listening and Speaking
Viewing
Writing
Listening and Speaking
Changes through Australian Curriculum
MATHEMATICS
Curriculum Framework
National Curriculum
Number
Number and algebra
Algebra
Chance and data
Statistics and probability
Measurement
Measurement and geometry
Space
Working mathematically
Four proficiency strands: understanding,
fluency, problem solving and reasoning
Appreciating mathematics
No direct equivalent
Changes through Australian Curriculum
SCIENCE
Curriculum Framework
National Curriculum
Investigating
Science Inquiry Skills
Earth and Beyond
Science Understanding
Energy and Change
Life and Living
Natural and Processed Materials
Working Scientifically cluster
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Communicating Scientifically
Science in Daily Life
Acting Responsibly
Science in Society
Science as a Human Endeavour
Changes through Australian Curriculum
HISTORY
Curriculum Framework ( S&E)
National Curriculum ( History)
Investigation, Communication,
Participation
Historical Skills
Place and Space
Some alignment with these outcomes also
Resources
Culture
Time, Continuity and Change
Natural and Social Systems
Active Citizenship
Historical Knowledge and Understandings
Australian Curriculum
General Capabilities to replace the 13 overarching
outcomes of the Curriculum Framework
 Literacy
 Numeracy
 Information and communications technology (ICT)
 Thinking skills
 Creativity
 Self-management
 Teamwork
 Intercultural understanding
 Ethical behaviour
 Social competence
Australian Curriculum
Cross-curricular dimensions woven throughout curriculum
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Indigenous
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Asia
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Sustainability
Australian Curriculum
Reporting Framework
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A consistent nomenclature to describe the quality of
achievement associated with A–E.
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Generic across year levels and learning areas.
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Achievement standard will be aligned with a C level.
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A - D level on the reporting framework describes a quality of
learning that is adequate for progression but may indicate the
student will need additional support or assistance in
progressing within the next level (typically a child on an
IEP/GEP)
Australian Curriculum
Other information
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The ACARA website contains detailed information on all
aspects of the Australian Curriculum (www.acara.edu.au)
In addition to draft materials, bulletins and publications, the
website also contains answers to a comprehensive range of
frequently asked questions.
Australian Curriculum
Key implementation considerations
 K(PP)-12.
 Cross-sectoral.
 A curriculum for all students.
 Practical resources.
Dalkeith Primary School’s CAR Policy 2010
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We reviewed the new Curriculum, Assessment and Reporting
(CAR) policy and contextualised it to DPS.
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CAR policy was ratified by the School Council in June 2010.
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We developed guidelines for all staff to follow, ensuring we;
1. provide a balanced curriculum
2. regularly monitor, evaluate and report on each student’s
achievement.
Dalkeith Primary School’s CAR Policy 2010
How we provide a balanced curriculum
1.1 Opportunity to Learn – Learning experiences enable students to observe and
practise the actual processes, products, skills and values which are expected of
them
1.2 Connection and Challenge – Learning experiences connect with student’s
existing knowledge, skills and values while extending and challenging their current
ways of thinking.
1.3 Action and Reflection – Learning experiences are meaningful and encourage
both action and reflection on the part of the learner.
1.4 Motivation and Purpose – Learning experiences are motivating and the purpose
is clear to the students.
1.5 Inclusivity and Difference – Anecdotal and assessment data is analysed to
develop learning experiences that respect and accommodate differences between
learners.
1.6 Independence and Collaboration – Learning experiences encourage students
to learn independently, from others and with others.
1.7 Supportive Environment – The school and classroom setting is safe and
conducive to effective learning.
Dalkeith Primary School’s CAR Policy 2010
How we regularly monitor, evaluate and report on student
achievement
2.1 Provide Students with feedback on their performance
2.2 Use the Department of Education’s reporting templates to issue a report to
parents for each student year 1-7 at the end of each semester and
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Conduct parent teacher interviews end of semester one
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Issue a student positioning report upon request
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Teachers follow Dalkeith PS teaching and reporting schedule
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NAPLAN reports issued to parents in a timely manner
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MSE reports issued to parents in a timely manner
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UNSW certificates presented at assembly
How we regularly monitor, evaluate and report on student
achievement
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2.3 Make judgements of student achievement in relation to expected
standards
Develop and use common Assessment Tasks
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Use assessment rubrics – teachers and students
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Familiarise with features of online ‘Exemplars’
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Data analysis (MSE, NAPLAN, EARS, SAIS, FIRST CUT, UNSW)
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Moderation across like year levels and in teams
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Cross school moderation
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Whole School Spelling program – SA test
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Pre-Primary and Kindy work samples and reports
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Literacy and Numeracy Net PP-3
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PIPS testing Pre-Primary terms 1 & 4
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Online Interviews term 1 Pre-Primary
How we regularly monitor, evaluate and report on student
achievement
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2.4 Use student performance information to plan future learning programs
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2.5 Administer prescribed system assessments
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2.6 Engage in ongoing communication with parents about student
achievement and progress
Semester One Reporting Template
Grade Descriptors for Semester One Reports
A
Excellent
The student demonstrates achievement that
has greatly exceeded the expected standard.
Their achievement is well beyond what is
expected at this year level.
B
Good
The student demonstrates achievement that
exceeds the expected standard.
C
Satisfactory
The student demonstrates achievement at
the expected standard. The student is able
to progress to the next level of learning.
D
Limited
The student demonstrates achievement
below the expected standard. The student
demonstrates a quality of learning that is
adequate for progression but will still need
additional support or assistance to progress.
E
Very Low
The student demonstrates achievement
below the minimum acceptable for this year
level.
Reporting to Parent Semester One
Points to note
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‘C’ grade is the expected standard
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Grade allocations are based on the end of year
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When determining a grade at the end of semester one,
teachers take into account progress already made. This is a
major difference from previous grade allocation systems,
where there was a sliding scale between semester one and
two.
Progress can be made within a grade between semester one
and two