2012 – WESTERN AUSTRALIAN CONTEXT
The three year formal implementation period will commence
in July 2012 as the total curriculum package, comprising
Curriculum Content, Achievement Standards and
Resources, including annotated work samples for the first
phase of the Australian Curriculum, is now available.
ACARA has indicated that NAPLAN tests will draw from the
Australian Curriculum from 2014.
Implementation timelines for the Year 11 and 12 courses are
still being negotiated.
IN WESTERN AUSTRALIA
For Semester 1, 2012 : What do I need to stop/What do I need to
start; Nice to know/Need to know/ developing school plans to
prepare for implementation/ refining .
Schools will not use the Australian Curriculum Achievement
Standards to make a summative assessment or report student
achievement during 2012.
The Department’s Curriculum, Assessment and Reporting Policy is
current at this point in time.
For most teachers, this means that what they teach and how they
teach it will remain largely unchanged in 2012.
WHAT ABOUT THE CURRICULUM FRAMEWORK?
Schools are required to implement the Curriculum
Framework.
The content of the Australian Curriculum will provide
students with opportunities to demonstrate the
Curriculum Framework’s learning outcomes.
The Curriculum Framework’s Principles of Learning,
Teaching, and Assessment provide advice which is
relevant to the delivery of the Australian Curriculum.
WHAT YOUR STAFF MIGHT LIKE TO DO…..
ANOTHER CHANGE…..
RCS – Repetitive Change Syndrome
Why do we need it?
No-one asked us!
Why should we bother? – it will probably change again in
ten years!
RCS – REPETITIVE CHANGE SYNDROME
Outcome Statements
Middle Schooling
Both had positive points; Both were implemented inconsistently and at times
badly and teachers and students bore the brunt of this
When adopting change it needs to:
•
Keep the best of what is currently in place
•
Adopt it sensibly, context specific– be smart
•
Ensure we have the support and resources
•
Ensure that the students remain our key focus
WHY DO WE NEED IT?
• We have a future that is unknown.
• We cannot predict what our world will be like in 20 years.
• With these exponential times the skill sets of our youth need to
be revisited.
• If we do not reassess then we severely deplete this – our most
valuable resource.
• Evolution of what we teach, and how we teach it, is inevitable.
• This mandates the what – not the how.
NO-ONE ASKED US!
•
Every State was involved in collaboratively reviewing the most
contemporary Educational views from 1989 – 2008.
•
From this the Melbourne Declaration on Educational Goals for Young
Australians emerged.
•
The Melbourne Declaration commits to supporting all young Australians
to become successful learners, confident and creative individuals and
active and informed citizens, and promotes equity and excellence in
education.
•
All facets of the Australian Curriculum have been and are being
collaboratively developed with input from all states and allowing all to
have a say.
WHY SHOULD WE BOTHER – IT WILL PROBABLY
CHANGE AGAIN IN TEN YEARS!
What will change is our teaching strategies – they have
to.
What is unlikely to change is the curriculum
This is not going to go away
Is it better for our students – yes, provided it is delivered
inclusively
Is it better for our teachers – yes, provided it is
introduced sensibly and they feel supported!
MELBOURNE DECLARATION
We must focus on improving outcomes
for all young Australians.
Goal 1 promoting equity and excellence.
Goal 2 successful learners, confident and
creative individuals, active and
informed citizens.
WHAT IS COVERED IN THE AC
As the basis for a curriculum designed to support 21st
century learning the Melbourne Declaration
emphasises the importance of:
• knowledge, skills and understanding of learning
areas,
• general capabilities.
• cross-curriculum priorities.
CATERING FOR DIVERSITY
The Australian Curriculum focuses on an entitlement for
all students while acknowledging that the needs,
interests and abilities of students vary. – [See
Rationalisation -14 – 15 pages]
Schools and teachers will be able to implement the
curriculum in ways that value teachers’ professional
judgements and best reflect local and regional
circumstances, educational philosophies and learning
environments.
ADVANTAGES OF AN AC
1.
School and curriculum authorities can collaborate to ensure high
quality teaching and learning materials are available for all
schools.
2. Greater attention can be devoted to equipping young
Australians with those skills, knowledge and capabilities
necessary to enable them to effectively engage with and prosper
in society, compete in a globalised world and thrive in the
information-rich workplaces of the future.
3. There will be greater consistency for the country’s increasingly
mobile student and teacher population.
4. There will be improved outcomes for our students.
DEVELOPMENT OF THE LEARNING AREAS
GENERAL CAPABILITIES IN THE AUSTRALIAN
CURRICULUM
Literacy
Numeracy
ICT
Critical and creative thinking
Personal and social competence
Intercultural understanding
Ethical behaviour
CROSS-CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and
cultures
Asia and Australia’s engagement with Asia
Sustainability
ENGLISH (FOUNDATION TO YEAR 10)
MATHEMATICS (FOUNDATION TO YEAR 10)
SCIENCE (FOUNDATION TO YEAR 10)
HISTORY (FOUNDATION TO YEAR 10)
ADDITIONAL SUPPORT FOR IMPLEMENTATION
62 Teacher Development Schools provide targeted support to
schools and school networks.
The Institute for Professional Learning plays a key role in coordinating and brokering support for teachers and
administrators.
Teachers have access to digital resources through the K-12
Resources website and Resources Online.
4 Day Program in each LA – Later this term – Train the Trainer
version – 2 people per region
Network capacity within the Mandurah region
EARLY CHILDHOOD
Big Ticket Items:
Need to embed General Capabilities:
Literacy
Numeracy
Personal and social competence
Be familiar with the EYLF – Early Years Learning Framework
Familiar with the Teaching for Growth Report WA – literacy in
Preprimary and Year 1.
Findings and recommendations
SPECIAL EDUCATION NEEDS
• Referred schools to the ACARA Diversity of
Learners Fact sheet
• Guidance for using the Australian Curriculum
for students with special education needs
• Units of work, assessment tasks and work
samples online (TBA)
SPECIAL EDUCATION NEEDS
•
The majority of SEN students can engage provided adjustments are made to:
• the learning activities – the way they are organised and presented
• the learning environment and/or
• the assessment strategies
• the way students are expected to demonstrate their learning
•
SENAT – English, Maths, Health and Phys Ed focus currently – will align to all
Learning Areas
•
General Capabilities – Literacy/Numeracy/Personal and Social Competence
•
Work being done F-2 - Based on the UK (P) scales
•
Curriculum Support – Assessment and Reporting Support for Special Education
Needs.
•
Further curriculum advice and examples of how teachers can use the AC to identify
current learning and plan for teaching of students with disability is underway
WA PERSPECTIVE - SEN
• DoE Mini-trial term 2-3 looking at how schools identify where a
student sits within the F-10 curriculum and then how they
differentiate the curriculum within an age appropriate context.
(Units of work, assessment tasks and student work samples
available Term 4)
• Teacher development schools (3 SEN)
• DoE has offered to trial the Prior to Foundation content
• Support – Visiting Teacher Service (Centre for Inclusive
Schooling)
• SEN Assessment Tool has been aligned to AC Maths, English,
History and Science F-Year 2 (Plus First Steps Maths and English)
EAL/D
•
Now combined with Aboriginal team
•
General Capabilities – intercultural understandings
•
EALD Teacher Resource – ACARA
 Position students on progression
 Offers strategies to support them
 Understand where challenges exist and why – for leavers
•
ESL Resource Centre
•
EALD Teacher Resource
•
ESL Progress Maps – online West One
•
NSW – translator notes
GETTING STARTED
Establish/refine your familiarisation plan for 2012
Which areas of the Australian Curriculum content will be
the focus during 2012?
What professional learning is required?
What support is needed to adapt teaching programs to
address the content of the Australian Curriculum?
Are current resources addressing the content of the
Australian Curriculum?
RESOURCES & CONTACTS:
Work Smarter not Harder
•
www.det.wa.edu.au/curriculumsupport
•
www.acara.edu.au
•
www.qsa.qld.edu.au
•
http://www.acwa.wa.edu.au/
•
SCOOTLE ( On right hand side of Portal Homepage)
•
PORTAL Resources Tab
•
http://www.edleadership.spydersweb.com.au
Leader’s Network
CONTACTS – See contact sheet
- set up for the Mandurah
LOCAL NETWORKS
• Valuable and targeted professional learning
that needs to be shared strategically back at
your school
• Extremely valuable for your experienced, your
aspirants, your potential future aspirants.
• Networks are shaped by the participants
• Designed to be sustainable beyond the
funding duration
MANDURAH NETWORK
•
Caters for Leaders –Principals, Deputies and other key personnel,
allowing them to access and share focused information and ideas at
point of need and locally.
•
Builds capacity of staff within schools and cells as instructional leaders
•
Builds capacity of staff within schools and cells as instructional leaders
•
Allows for schools to implement according to their context and needs
•
Blends in and compliments with Secondary SCOPE Network
•
Is efficient and strategic in Resource management
•
Has school and network accountability mechanisms in place
•
Links to broader networks where useful
LET’S ENJOY THE JOURNEY TOGETHER…