General capabilities of the
millenium learner: implications
for curriculum, pedagogy and
assessment.
AISSA National Curriculum Conference
August 5-6, 2010
Dr. Katie Weir
Session Overview
• Unpacking the “General Capabilities” from the
National Curriculum
• Contrasting these to the new SACE Capabilities
• Assessing capabilities in South Australia
• Assessing capabilities: for whom and for what
purpose?
• Some approaches to assessing capabilities
• Workshop: evaluating different approaches to
assessing capabilities
The Melbourne Declaration…
…identifies the General Capabilities as one of three broad
categories of learning outcomes that the National
curriculum should deliver to students.
According to ACARA
National Curriculum Board (2009).The Shape of the Australian Curriculum. Author: Canberra.
The General Capabilities
Literacy
Numeracy
ICT
Creativity
Thinking Skills
Self-Management
Social Competence
Teamwork
Ethical Behaviour
Intercultural Understanding
Unpacking these capabilities
General Capability
• Literacy, numeracy, ICT skills
and understanding
• Thinking Skills
• Creativity
Explanation/Comment
•
Communication in a variety of modes and
using a range of tools and symbols (semiotic
competency)
• “…constitute the core of most
intellectual activity”; includes critical
thinking, problem solving, justifying,
complex reasoning (aka upper levels of
Bloom’s taxonomy)
• “…is closely linked to innovation &
enterprise…& requires intellectual
flexibility, open-mindedness,
adaptability and readiness to try new
things”
• Intercultural Understanding • Respect and tolerance of other cultures
and backgrounds
Unpacking these capabilities
General Capability
Explanation/Comment
• Self-management
•
Managing and evaluating learning;
working independently and being
responsible for personal behaviour and
performance
• Teamwork
•
• Social Competence
•
Working in harmony, contributing,
accepting roles and responsibilities,
acceptance of difference, building social
relationships
Operating successfully in a range of social
situations, foster inclusivity, resolve
conflict, initiate & manage relationships.
• Ethical Behaviuor
•
This includes the willingness and
determination to think, judge and act
according to a guiding set of moral and
ethical principles
Contrasting the National Approach to
SA’s new SACE
National Curriculum
Literacy, numeracy, ICTs
Thinking Skills
Creativity
Self-management
Social Competence
Teamwork
Ethical Behaviour
Intercultural Understanding
New SACE
Communication
Learning
Work
Personal Development
Citizenship
Assessing and Reporting the new
SACE Capabilities
Ramsay, E. (2007). Capabilities Implementation Project: Report to the future SACE Steering Committee.
Adelaide:DECS
IMPLICATIONS FOR TEACHERS????
For whom and for what purpose are
we assessing capabilities?
The rationale for making these capabilities more explicit
in the curriculum is primarily linked to the changing
nature of work. It also mentions the education of the
whole child as part of the national charter.
So, are these being assessed and reported for
employment opportunities, credentials for higher
education or other selection and certification
purposes? Which begs the question: How will these
results be used by students, systems, employers,
tertiary providers?
Some Approaches to Assessing
Capabilities
1. Via a portfolio and student self-assessment
2. Through specified transdisciplinary
assessment tasks/projects
3. By auditing what already exists and making
capabilities more explicit in the curriculum
4. Through student-directed extracurricular
activities and community service
5. Other?
Workshop Activity
The aim of this activity is to evaluate each approach to
assessing the general capabilities.
Working in groups of 4-5, each group will apply a critical
thinking skill – the PMIQ – to look at the implications
of each assessment strategy from different perspectives
and to come up with pertinent questions about each
approach.
Groups will report back to the whole forum and discuss
which appears the best approach to take in different
contexts and for different purposes.