NORTHERN TERRITORY BOARD OF STUDIES
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING
GUIDELINES
Curriculum, Assessment and Reporting Guidelines: Transition to Year 9
Responsibility of:
Effective Date:
Next Review Date:
Target Audience:
<Northern Territory Board of Studies
16 August 2013
16 August 2016
Principals and Teachers
DECS File: 2010/0940
VERSION NUMBER:
2
1. INTRODUCTION
These guidelines provide further advice for schools on how to implement the Northern Territory
Board of Studies (NTBOS) Curriculum, Assessment and Reporting Policy: Transition to Year 9.
The NTBOS policy states clearly the requirements of schools in implementing curriculum, that
is, what must be taught, assessed and reported in all Northern Territory schools for students
from Transition to Year 9.
Additional detailed information will be provided where required in the form of fact sheets,
professional learning courses and resources. These are available on Learning Links; URL is
http://ed.ntschools.net/ll/Pages/default.aspx.
1.1
Curriculum
Curriculum drives teaching and learning and is the core business of schools. It is much more
than a document which outlines what is to be learnt or taught. Curriculum is dynamic and
encompasses:
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the values and ethos of the school
the learning environment
teaching approaches, strategies and methodologies
relationships and behaviours amongst learners and teachers
assessment programs and learning activities
learning routines
resources.
These components are all interconnected and provide the experiences that contribute to
successful student learning.
1.2
Effective teaching for learning
Effective teaching and learning consists of core elements that form the basis of teacher
practice. The elements: planning, implementing, assessing and reporting should align so that
the intended learning is what is assessed and what learners achieve. The following flowchart
depicts the relationship between the elements.
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1.3
Guiding curriculum principles
The following curriculum principles guide schools and teachers when designing and delivering
learning programs to reflect the diversity of Northern Territory students.
Equity of access
All students are entitled to the knowledge, skills and understandings that provide a foundation
for successful learning and participation in the community. Students should have equity of
access to high-quality teaching and learning programs that are free from discrimination based
on gender, language, culture, ethnicity, religion, health or disability, socioeconomic background
or geographic location.
Expected standards
Learning area achievement standards make clear what students learn and the quality of
learning expected of them at each year level.
Developmental approach
Developmental patterns follow a broad continuum that build on demonstrated knowledge and
expectations. While clear expectations for each year level are identified through the
achievement standards, teachers must design teaching and learning programs that account for
the current levels of learning of individual students and the different rates at which students
develop.
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Deep understanding
The curriculum should provide opportunities for rigorous, in-depth study to allow students to
develop deep understandings and critical thinking skills.
Flexibility
Curriculum should be implemented in ways that value teachers’ professional knowledge, reflect
local contexts and take into account an individual student’s family, cultural and community
backgrounds. While schools and teachers determine pedagogical and other delivery
considerations, teaching and learning allows students to take an active role in their own learning
and to collaborate with others when learning.
Lifelong learning
Curriculum through the Australian Curriculum General capabilities builds foundation skills such
as literacy and numeracy and proficiency with technology. These are not additional or optional
curriculum extras but are central to all teaching and learning programs.
2. IMPLEMENTING CURRICULUM
This section should be read in conjunction with the Curriculum (1.1) and Student Diversity (1.5)
sections of the NTBOS Curriculum, Assessment and Reporting Policy: Transition to Year 9. The
Australian Curriculum development and implementation timeline for NT schools advice is
available on Learning Links.
The Australian Curriculum website has a video which provides an overview of the structure of
the curriculum and the functions of the website. There are also videos explaining the content of
each learning area.
Specific information for NT Curriculum Framework learning areas not yet replaced by the
Australian Curriculum is found in the introduction to each learning area in the NTCF document.
The Australian Curriculum Materials for Students with Disability provide advice on how teachers
make adjustments to their programming and teaching. The extended continua in the General
capabilities for Literacy, Numeracy, Personal and social capability, ICT capability, Critical and
creative thinking, Ethical understanding and Intercultural understanding support teachers in the
design and delivery of personalised learning for students with disability.
While the objectives of the Australian Curriculum are the same for all students, English as an
Additional Language or Dialect (EAL/D) students make progress towards these objectives while
simultaneously learning a new language and learning content and skills through that language.
The ACARA English as an Additional Language or Dialect Teacher Resource provides an
overview of the scope of EAL/D learning and an EAL/D learning progression that will help
teachers to identify the English language learning behaviours of the EAL/D students in their
classrooms.
The ESL Levels in the NTCF provide more detailed information on the incremental steps in
EAL/D student learning, in particular in the beginning phase of ESL learning. It identifies
outcomes and pathways for target setting, planning, teaching, monitoring and assessing EAL/D
student progress.
The flexibility offered by the Australian Curriculum and the NTCF enables teachers to plan
rigorous, relevant and engaging learning and assessment experiences for gifted students.
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2.1
Whole School Curriculum and Assessment Planning
“A coherent, sequenced plan for curriculum delivery can ensure
consistent teaching and learning expectations with a clear reference
for monitoring learning across the year levels.”
(Masters, p11)
Planning is the process of strategic thinking and management of year level curriculum i.e.
determining what is to be taught and when. Whole School Curriculum and Assessment planning
ensures the systematic delivery of curriculum by focussing attention on vertical alignment of the
curriculum so that there is continuity and progression. Alignment between the overall curriculum
delivery plan, term and unit plans, classroom teaching and regular assessment of student
progress is achieved through whole school planning.
Year overview plans map the curriculum content to show the teaching sequence of content
across the year. It identifies the intended learning and assessment for each term in all learning
areas. Each year level plan should directly align with a school’s Curriculum and Assessment
Plan.
Programming is how curriculum will be implemented by providing details of the teaching,
learning and assessment sequence, including ongoing monitoring of student learning. Term and
fortnightly or weekly programs identify pedagogy, differentiation, timetabling, teaching and
learning sequences, assessment tasks and resources.
The Designing for learning process applies the evidence-based practices of the Eight
Learning Management Questions (Smith and Lynch, 2006) and the Backward Design Model
(Wiggins and McTighe, 2005) to inform and influence teaching and learning.
The Eight Learning Management Questions (8LMQs) guide teachers to intentionally design and
differentiate quality, comprehensive programs. It is a deliberate strategy to move teachers from
a ‘teacher-centred planning activity’ to start with focussing on what students ‘already know, do
and value’, design the teaching and assessment program and monitor their learning.
Programming using the (8LMQs) needs to be flexible (i.e. not sequential) to incorporate the
Backward Design Model.
The Backward Design Model is an effective method of programming to close the gap between
where the student is now in their learning and what they are expected to achieve. When
programming, teachers start with the achievement standard and plan backwards to create
assessment tasks and strategies and the teaching and learning sequence.
Further information on the (8LMQs) and the Backward Design Model is available from Learning
Links.
Unit plans outline how learning experiences will be provided that are relevant, engaging and
challenging for all students.
Identifying classroom experiences for students begins with planning the intended learning and
should include:
 identification of specific curriculum content descriptors
 assessment tasks and strategies that are reflective of elements of the achievement
standard
 planned sequence of teaching and learning
 resources
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differentiation of student learning to cater for the diversity of students’ needs. Programs
that build on, and account for the different abilities of students, their prior learning
experiences, cultural and linguistic backgrounds, and the different rates at which they
learn should be developed.
For students with disability, teachers should refer to the Australian Curriculum or NTCF
learning area content and achievement standards for the student’s year level as the starting
point for planning, teaching and assessing. The extended continua in the General capabilities
can assist in identifying a student’s current level of skills, knowledge, behaviours and
dispositions and plan opportunities for the student to develop and use these skills. Both the
NTCF and Australian Curriculum offer flexibility for teachers to tailor their teaching in ways that
provide rigorous, relevant and engaging learning and assessment opportunities for students
with a disability. Education Adjustment Plans are used to document an education program
that is relevant and meaningful to individual students. Individual learning goals are to be
documented in the plan. These plans are developed in consultation with students and parents.
For EAL/D students, teachers should refer to the Australian Curriculum or NTCF learning area
content and achievement standards. Students require adjustments to ensure equity of access to
the Australian Curriculum. Teachers must consider when planning for learning, the particular
learning needs of individual EAL/D students in respect to content, process, products and
environments.
The daily program should detail explicit teaching as well as investigative or inquiry sessions to
teach learning area concepts. A daily routine that sets student learning goals, tunes students in
to their learning and provides opportunity for student reflection must occur.
Lesson planning or a learning sequence should engage and connect new concepts for
students and consolidate learning. Explicit teaching or direct instruction of concepts and skills
and opportunities for guided and independent practice and application while catering for the
diversity of learners should occur. A learning sequence should include the following
components:
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familiarisation
modelling
scaffolding
applying
reflecting.
2.2
Time allocation
The Australian Curriculum (inclusive of all eight learning areas) is written so that it should not
take up more than 80 per cent of the total teaching time available in schools for any year of
schooling. This proportion peaks in Years 7 and 8 and reduces significantly in Year 9 as
students have opportunities to elect subjects for study.
There is a recommended minimum time for each learning area (per year and week). These
times were used by Australian Curriculum writers when developing the curriculum. It is
important that students are provided with the appropriate time that will allow them the
opportunity to demonstrate their attainment of each achievement standard.
Schools have flexibility with timetabling and may choose to offer the learning in blocks each
semester or year or as integrated units. It is recommended that core learning such as English
and Mathematics should be offered each day to provide continuity of learning.
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The unallocated time can be used to develop students’ general capabilities and extend crosscurriculum priorities. Other learning experiences or activities undertaken by students in
unallocated time e.g. Religious Education, work experience, school excursions and camps, can
provide rich opportunities for developing general capabilities and addressing specific crosscurriculum priorities as well as supporting students to meet achievement standards in particular
learning areas.
Refer to the Indicative time allocations for curriculum delivery resource on Learning Links for
recommended indicative hours and percentages per year and week.
2.3
Integration within and across learning areas
Curriculum integration can be described as an approach to teaching and learning that is based
on both philosophy and practicality. This approach draws together knowledge, skills, attitudes
and values from within or across learning areas to develop a more powerful understanding of
key concepts or ideas. Curriculum integration is connected and related in meaningful ways by
both the teachers and students.
The Australian Curriculum identifies explicit linkages between the various learning areas which
could be included in whole school curriculum mapping and inform the development of
integration of learning areas in unit plans.
2.4
Handwriting
As stated in the NTBOS Curriculum, Assessment and Reporting Policy: Transition to Year 9, NT
students are to be taught the Victorian Modern Cursive Script. The goal for teaching handwriting
is for students to be able to write automatically for extended periods of time in a legible, fluent
style. To realise this goal, students need to develop foundational motor skills prior to formal
lessons. Formal handwriting lessons need to be developmentally sequenced across the year
levels and require consistent use of letter formation instruction.
In the early years, handwriting is based on foundational motor skills development and
readiness. Fine motor activities and pre-writing patterns are practised and refined to develop
hand-eye co-ordination, writing directionality and pencil manipulation. When ready, small group
instruction is used to introduce correct letter formations so errors are not practiced. Letters are
introduced in groups based on similar formations. Consistent language of instruction is used,
and practised by students, to develop correct letter formations.
In Years 3-4, as students are ready, the joining of letters is taught. Connecting letters efficiently
is the basis for fluency and speed. Cursive writing connections are introduced in groups based
on difficulty of connections.
In Years 5-7 handwriting lessons target correction and consolidation of skills so all upper and
lowercase letters are written automatically, for extended periods of time, with increased legibility
and fluency.
Refer to supporting resources on Learning Links for more details including advice regarding
stages and expectations for handwriting, recommended writing materials and writing
implements and instructional pedagogy.
3.
PEDAGOGY
Pedagogy is the professional practice that engages and promotes student learning through
nurturing relationships, creating positive learning environments and supporting teachers to
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make and reflect on effective curriculum decisions. Sound pedagogical practice encompasses
the holistic nature of the learning, is interconnected and integrated and collaboration is valued.
Teachers are required to employ strong pedagogical practices by drawing on evidence-based
information that comes from respected educational research to support their understanding of
how students in their class best learn. Teachers identify best practice as it relates to specific
learning areas e.g. inquiry-based learning in Science or History, as well as consider the specific
learning needs of the student cohort.
Teachers should make flexible use of instructional processes and assessment strategies to
ensure that all students are able to access and engage with the curriculum in ways that are
rigorous, relevant and meaningful.
Learning styles (including particular cultural learning styles), the way students of different
genders learn, English as an Additional Language learning needs and 21st Century learning
practices need to be taken into consideration when planning.
The focus areas and descriptors of the Australian Professional Standards for Teachers identify
the components of quality teaching. The domain Professional Knowledge identifies standards
regarding knowing content and your students, and how teachers teach and students learn.
4.
ASSESSMENT
This section should be read in conjunction with the Assessment section (1.3) of the NTBOS
Curriculum, Assessment and Reporting Policy: Transition to Year 9.
Assessment is an ongoing and integral part of the teaching and learning cycle. Through this
process schools are able to provide regular information about student progress to parents and
report using plain English about individual student learning.
Assessment is the process of gathering and interpreting evidence to make judgments about
student learning. It is the crucial link between achievement standards, content and teaching and
learning activities. Assessment is used by students and their teachers to decide where the
students are at in their learning, where they need to go, and how best to get there. The purpose
of assessment is to improve learning and inform teaching.
Teachers use everyday classroom assessments that provide authentic and valid feedback loops
for ongoing improvement in teaching and student learning. When designing assessment
instruments, the principles of assessment, and the curriculum including achievement standard
descriptors need to be addressed. All students must have opportunities to demonstrate the
standards in a variety of ways.
Many students in the Northern Territory speak English as an additional language or dialect.
Their cognitive development and life experiences may not correlate with their English language
proficiency. Assessment strategies may need to be adapted to cater for their level of English
proficiency. For example, allowing a Beginning EAL/D student to demonstrate understanding of
a scientific concept through a diagram, or comprehension of a narrative in English through
illustrations (English as an Additional Language or Dialect: Teacher Resource, ACARA: 2012).
4.1
Whole school curriculum and assessment plans
The Northern Territory Board of Studies Curriculum, Assessment and Reporting policy T – 9
requires that schools develop a whole school curriculum and assessment plan.
Principals will:
 work with teachers and the school community to develop a whole school approach to
assessment
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implement an annual review of school and NAPLAN assessment data to set targets for
future learning for the whole school and each year level cohort
 develop a whole school curriculum and assessment plan that emphasises assessment in
an ongoing way to inform teaching and learning cycles and not just for summative
purposes
 develop a plan that includes quality assessment strategies, practices and feedback loops
as described by assessment as, of and for learning
 build lists of recommended common assessment tasks for each class and/or year level
 monitor and support staff to engage in regular analysis of data and review of standards to
establish challenging, relevant targets for individual learners and improve teaching
programs
 provide opportunities for staff to engage in school, regional and system level moderation
to confirm standards
 deliver or organise opportunities for professional learning that will develop teacher
capacity and capabilities to meet the needs of their students
 create a culture of ongoing inquiry where there is a continual focus on improvement.
A whole school approach will enable staff to share the same values about assessment and use
common language, practices and systems in relation to assessment.
4.2
Principles of Assessment
Teachers must design assessment that considers the Principles of Assessment. Quality
assessment practices are underpinned by the following principles.
Explicit
Assessment task/s are explicit with students aware of what is being
assessed, the conditions in which the task/s are to be carried out and the
criteria that will be used to determine their achievement.
Valid and
Reliable
Assessments should be aligned to the curriculum and targeted
achievement standards. A range of assessments are required to allow
demonstration of skills and understandings and accurately display the
students’ ability. Tasks allow judgments to be made consistently against
the achievement standards using evidence of learning comprehensively
Accessible
Instructional
utility
Student
centred
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Assessments allow students from diverse cultural, ethnic, linguistic and
learning backgrounds to demonstrate achievement standards in ways
which are sensitive to and inclusive of, the circumstances of each student.
Opportunities are provided for students to apply their knowledge and skill in
a range of contexts.
Assessments are designed to provide information which is instructionally
useful and informing of student understandings and abilities. The
assessment task/s should play a functional role that is embedded in the
teaching and learning cycle.
The assessments allow students to take responsibility for their learning by
being actively involved in the process. Opportunities should be provided for
students to monitor their own progress and set their learning goals. This
provides valuable insight to help teachers and parents make decisions
about future learning and teaching.
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NTBOS Curriculum, Assessment and Reporting Guidelines: Transition to Year 9
Practical
convenience
It is important that assessment procedures are manageable and
incorporated comfortably into classroom practices/activities. The
assessment must be capable of providing information that justifies the time
involved.
4.3
Purpose of Assessment
Teachers need to be clear about what they are assessing and why. Assessment provides
information for those involved in the teaching and learning process to compare what is known
and can be demonstrated against the achievement standards.
Throughout the teaching and learning process, both students and teachers respond to
information about student learning. This can be described as informative assessment.
“Informative assessment addresses the fundamental intention of assessment,
that is, how teachers and students make use of assessment information to inform
and drive teaching and learning” (Forster, ACER 2009 conference).
Informative assessment encompasses assessment for, of and as learning. Schools must
consider how they will gather, analyse and use assessment information or data so that it is
effective in meeting the purpose of improving both teaching and learning.
Assessment for, of and as learning
‘Assessment for learning enables
teachers to use information about
learner progress to inform their
teaching’.1
Assessment for learning focuses on the
learning needs of students.
‘Assessment of learning assists teachers
to use evidence of student learning to
assess learner achievement against goals
and standards’.
It provides summative information on a
learner’s achievement at a point in time for
reporting purposes
‘Assessment as learning enables
learners to reflect on and monitor their
own progress to inform their future
learning goals’.
Assessment as learning actively involves
learners in their own learning
Informative
Assessment
Assessment provides an end goal to work towards at the point of planning, vital information and
feedback along the way and evaluation at the end of the cycle in preparation for the next
teaching and learning sequence. Teachers can compare student achievement against the
achievement standards that remain constant over time.
1.
Queensland Department of Education, Training and Employment 2013 P-12 Curriculum, Assessment and
Reporting Framework
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4.4
Quality Assurance Assessment Cycle
Implementing the Quality assurance assessment cycle will assist schools to:
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plan using achievement standards
implement quality assessment design
support consistency and integrity of
teacher judgement
contribute to improving student learning
promote a collaborative professional
learning community within the school.
The process consists of four phases –
Planning, Clarifying, Confirming and
Reviewing and Improving. This process
would be implemented throughout each
semester.
Professional learning, resources and
materials to support teachers to use this
process can be accessed from Learning
Links.
Planning
Reviewing
and
Improving
Clarifying
Confirming
4.5
National Assessment Program
Schools will administer assessments that are a part of the National Assessment Program
(NAP). The NAP allows for point-in-time assessment that provides reliable and comparable
information about student achievement across schools. Further assessments may be added to
pending Educational Ministers’ agreements. A school cannot obtain an exemption from this
requirement.
These include:

National Assessment Program Literacy and Numeracy (NAPLAN) full cohort testing in
literacy and numeracy for Years 3, 5, 7 and 9
 National Assessment Program that samples groups or classes of students in literacy,
mathematics, science, civics and citizenship and ICT.
Further information on the National assessment program can be found at
http://www.naplan.edu.au/
4.6
International assessments
There are also NAP Sample Assessments conducted by international organisations on behalf of
SCSEEC. These include:
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The Programme for International Student Assessment (PISA) which is conducted every
three years by the Organisation for Economic Co-operation and Development (OECD).
This is administered to samples of 15-year-old school students.
The Trends in International Mathematics and Science Study (TIMSS) which is conducted
every four years by the International Association for the Evaluation of Educational
Achievement (IEA). This tests a sample of students in Years 4 and 8 from each
participating country.
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The Progress in International Reading Literacy Study (PIRLS) is conducted every five
years by the International Association for the Evaluation of Educational Achievement
(IEA). This test is administered to a sample of students in their fourth year of schooling
from each participating country.
5. REPORTING
This section should be read in conjunction with the Reporting section (1.4) of the NTBOS
Curriculum, Assessment and Reporting Policy: Transition to Year 9. The policy outlines the
specific reporting requirements for schools.
Reporting goes hand in hand with quality assessment. When reporting to parents, teachers will
provide information about a student’s actual progress against the Learning Area Achievement
Standards. The achievement standards indicate the quality of learning that students should
typically demonstrate by a particular point in their schooling. The use of these achievement
standards as a common reference point for reporting to parents will contribute to national
consistency in reporting across the Territory and Australia.
The purpose of reporting is to regularly communicate information about student progress to a
wide range of stakeholders - the student, teacher, parents/carers, school leaders and the
community.
Achievement information is used to:
 inform all key stakeholders about students’ progress
 discuss future learning pathways with students and parent/carers
 describe the progress made by students at a particular time in respect to achievement
standards
 inform and guide the planning of teaching and learning programs and resource allocation
within the school
 provide meaningful system information as a basis for evaluating the effectiveness of
educational programs and associated support.
5.1
Reporting requirements
Through the education agreement with the Australian Government all schools are required to:
 provide one written report each semester to students and parents/carers, reporting on all
learning areas studied
 write reports that are readily understandable to the person responsible for the student
using plain language
 provide reports that are based on five achievement levels (A – E grades or the equivalent
five point scale).
Each semester the report will provide details of achievement in English and mathematics and
for any areas of learning taught and assessed that semester. Parents have the right to request
a report that does not include an A – E grade or the equivalent five point scale.
In the Northern Territory, schools must provide at least one opportunity for a formal oral
interview with parents at least once each year. Schools are encouraged to provide other
informal written and/or oral reports to parents/carers. In these reports, schools can comment on
student learning growth and progress towards the achievement standard. These reports can
take many forms including: teacher comments, portfolios of work, digital portfolios, films of
students demonstrating achievement.
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5.2
A – E Descriptors or equivalent five point scale
The A – E Descriptors , approved by the NTBOS guides teachers when assessing evidence of
learning against the year level achievement standards and assists them in reporting to parents.
Teachers will determine an A–E grade or equivalent five point scale that shows the depth
and breadth of learning against the student’s current year level achievement standard.
Example: A student in a Year 6 class will be given an A–E grade against the Year 6
achievement standard (not the Year 5 or Year 7 achievement standard).
The allocation of the A-E grades/word descriptions is a holistic judgement based on a range of
assessment information up to that ‘point in time’. An on-balance judgement does not just focus
on a single piece of work. Teachers need to weigh up the assessment information that has been
collected for the students. This information will come from both formal activities and informal
observations and will be built up over time and in different situations.
5.3
Reporting in each semester
In Semester One, the report will reflect student achievement demonstrated against the specific
parts of the standard that have been taught to that point in time. Teachers will report on learning
areas taught and assessed that semester.
In Semester Two, the report will reflect student achievement across the entire year level
achievement standard. All areas not taught and assessed in Semester One will need to be
addressed in Semester Two.
Note: If subjects are only offered in one semester time needs to be given to allow teachers to
effectively address the entire achievement standard within the semester.
5.4
Comparative reports for parents
Schools are required upon parent request to provide comparative information about a student’s
progress only when there are more than 15 students in a particular year level. This information
shows the number of students in each of the 5 achievement levels (A – E) for each learning
area.
5.5
Reporting for Learners of English as an Additional Language/Dialect (EAL/D)
Teachers and support staff:
 will have regular formal and informal opportunities to discuss progress with parents
 will provide students of English as an Additional Language/Dialect (EAL/D) with A–E or
equivalent five point scale reports for English, Mathematics and other learning areas that
they have studied
 will determine the students’ EAL/D phase of learning using the Australian Curriculum
EAL/D Learning Progression which describes the progression of English language
learning characteristic of students learning English as an additional language or dialect
(EAL/D)*
 must include a specific comment on the students’ progress in English language
attainment in the report to parents for students who require additional support to assist
them to develop proficiency in English
 should enlist the services of interpreters and translators when reporting to parents of
EAL/D students if required.
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*ESL English is not a learning area from T – 9 and students are not allocated an A–E grade for
this additional language learning. Students are learning English as an additional language or
dialect (often referred to as ESL English) as they study learning area content.
The EAL/D Learning Progression provides broad descriptions of the characteristics of learner
groups at each of four phases of English language learning.
5.6
Students with disability with an Educational Adjustment Plan (EAP)
Teachers and support staff will:
 provide parents with regular formal and informal opportunities to discuss progress
 provide a written report each semester that includes an appropriate comment for each
learning area or general capability addressed in the Educational Adjustment Plan
 not be required to allocate A–E grades unless requested by parents in consultation with
the class and special education teachers.
5.7
Transition students
Teachers and support staff will:
 have regular formal and informal opportunities to discuss progress with parents
 provide a written report at least once per semester
 not be required to assign an A-E grade for Transition students.
6. TEACHER RESOURCES
6.1
Digital online resources
The Australian Curriculum viewed online provides the capacity for multiple ways of viewing the
content and achievement standards for each learning area. Clicking on content descriptions
opens a box that shows content elaborations that illustrate the content description as well as
links to the general capabilities and cross-curriculum priorities.
Scootle provides digital resources, many aligned to support the Australian Curriculum. The
resources combine still and moving images, text, audio and animation to help create flexible
and authentic learning experiences. Personalised learning paths targeted to individual students
and student groups can be created.
Learning Links is the Northern Territory repository of resources, information and professional
learning for teachers and schools. Learning Links has the facility to post news and host
discussion forums.
6.2
English as an Additional Language or Dialect
There are a range of resources to support teachers as they develop teaching and learning
programs for EAL/D students.

The English as an Additional Language or Dialect Teacher Resource developed by
ACARA, provides an overview of the scope of EAL/D learning and an EAL/D learning
progression that will help teachers to identify the English language learning behaviours of
the EAL/D students in their classrooms.
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The annotated content descriptions for each of English, Mathematics, Science and
History have been developed by ACARA to help teachers understand students’ cultural
and linguistic diversity and provide specific examples of teaching strategies to support
EAL/D students learning.

The ESL Levels in the NTCF provide more detailed information on the incremental steps
in EAL/D student’s learning, in particular in the beginning phase of ESL learning. It
identifies outcomes and pathways for target setting, planning, teaching, monitoring and
assessing EAL/D student progress.
6.3
Students with disability
The Australian Curriculum website page on students with disability provides comprehensive
information to support teachers in meeting their obligations to ensure that all students with
disability are able to participate in the Australian Curriculum on the same basis as their peers
through rigorous, meaningful and dignified learning programs. The Australian Curriculum
Materials for Students with Disability provide advice on how teachers make adjustments to their
programming and teaching.
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www.education.nt.gov.au