NORTHERN TERRITORY BOARD OF STUDIES
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING
POLICY
Curriculum, Assessment and Reporting Policy: Transition to Year 9
Responsibility
<Northern Territory Board of Studies
of:
Effective Date: 16 August 2013
Next Review
16 August 2016
Date:
Target Audience: Principals and teachers
1.
DECS File:
2010/0940
VERSION NUMBER: <No. 2>
POLICY
This policy details the curriculum, assessment and reporting requirements of all Northern
Territory (NT) schools (government and non-government) for students from Transition to Year 9.
It replaces all previous policy statements currently published in the Overview of the Northern
Territory Curriculum Framework (NTCF).
This policy supports schools during the transition from the NTCF to the Australian Curriculum,
requiring teachers to teach within a dual curriculum environment.
Northern Territory Board of Studies Curriculum, Assessment and Reporting Guidelines T – 9
have also been developed to support teachers to implement the requirements outlined in the
policy statement.
The Northern Territory Board of Studies Curriculum, Assessment and Reporting Policy: 10 -12
and Northern Territory Board of Studies Curriculum, Assessment and Reporting Guidelines
10 – 12 are also available for the Senior Years of schooling.
1.1 Curriculum
The Australian Curriculum places an emphasis on all students having access to their ageappropriate curriculum. It sets out what should be taught (content) and the expected quality of
that learning (achievement standards).
When Australian Curriculum learning areas are developed by Australian Curriculum Assessment
and Reporting Authority (ACARA) and endorsed for publication by education Ministers, the
NTBOS will determine the implementation timeline for NT schools.
All NT schools will teach the1
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Transition to Year 9 Australian Curriculum English, Mathematics, Science and History
Northern Territory Curriculum Framework (NTCF) until each learning area is replaced by
the Australian Curriculum as directed by the NTBOS.
Whole School Curriculum and Assessment planning
Schools will plan, document and oversee implementation of a whole school curriculum and
assessment plan that ensures the systematic delivery of curriculum. Australian Curriculum
learning areas and NTCF learning areas must be included in the plan as per the NT
implementation timelines of the Australian Curriculum.
1
Unless delivering alternative curriculum as approved by ACARA.
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Cross-curriculum priorities
The Australian Curriculum identifies three cross-curriculum priorities:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability.
Teachers are expected to address the cross-curriculum priorities when teaching by embedding
them within each learning area of the Australian Curriculum as it is implemented.
General capabilities
General capabilities are a key dimension of the Australian Curriculum. Teachers are expected to
embed and make explicit the General capabilities within each learning area of the Australian
Curriculum as it is implemented.
NT EsseNTial Learnings
NT EsseNTial Learnings can still be used when teaching NTCF learning areas not yet replaced
by Australian Curriculum learning areas.
Handwriting
Handwriting is a component of the Australian Curriculum: English from Foundation to Year 7. In
the NT students will be taught Victorian Modern Cursive Script.
Indigenous Languages and Culture
The Indigenous Languages and Culture (ILC) component of the NTCF is intended for use with
Indigenous students in Maintenance and Revitalisation language programs. Schools with an
approved biliteracy program (refer to sector specific policies) are expected to use the ILC to plan
and assess first language and culture programs.
The Australian Curriculum Languages Foundation to Year 10 Framework for Aboriginal and
Torres Strait Islander Languages will replace the ILC component once published by ACARA and
approved by the NTBOS for implementation.
Time allocation
All students in NT schools are to be provided with the opportunity to demonstrate their attainment
of each learning area achievement standard. This will require teachers to ensure there is an
allocation of appropriate time for teaching the content of the learning area.
The Northern Territory Board of Studies Curriculum, Assessment and Reporting Guidelines T–9
provide further details on recommended times for each learning area. This information is
available on Learning Links.
1.2 Pedagogy
Teachers will:
 use evidence-based pedagogies to provide effective opportunities for students to reach
their year level achievement standards
 monitor the impact of pedagogical choices on student learning and adapt their teaching
programs according to their students’ learning needs.
Refer to the Northern Territory Board of Studies Curriculum, Assessment and Reporting
Guidelines T-9 for further details on pedagogy.
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1.3 Assessment
Teachers will assess English, Mathematics and all other learning areas and subjects taught that
semester. General capabilities should be incorporated into ongoing assessment plans to inform
teaching and learning.
Achievement standards
Teachers will assess student progress and achievement against the Learning Area Achievement
Standards for the Northern Territory which comprise Australian Curriculum Achievement
Standards and Northern Territory Curriculum Achievement Standards.
As an Australian Curriculum learning area or subject is endorsed for implementation by the
NTBOS, the Learning Area Achievement Standards for the Northern Territory will be updated to
include the Australian Curriculum achievement standard.
Refer to the Northern Territory Board of Studies Curriculum, Assessment and Reporting
Guidelines T-9 and sector specific policies for details on implementation of assessment
requirements.
Whole School Curriculum and Assessment planning
Schools will plan, document and oversee implementation of a whole school curriculum and
assessment plan that allows teachers to
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gather and record evidence of students’ demonstrations of achievement standards
ensure consistency of teacher judgment through confirming and clarifying processes
use assessment data to inform teaching and learning programs
implement assessment according to a whole school approach.
Assessment tasks and processes
Teachers are expected to use
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a range of assessment opportunities to monitor student progress
a range of assessment strategies and tasks that reflect the Principles of Assessment.
Refer to the Northern Territory Board of Studies Curriculum, Assessment and Reporting
Guidelines T-9 for principles of assessment definitions.
assessment for, of and as learning to monitor learner progress and to inform teaching.
National Assessment Program
Schools will administer assessments in the National Assessment Program.
These include:
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National Assessment Program Literacy and Numeracy (NAPLAN) full cohort testing in
literacy and numeracy for Years 3, 5, 7 and 9
sample assessments for the National Assessment Program.
1.4 Reporting
Written Reports
It is expected that schools regularly communicate clear information about achievement to
students and their parents/carers by addressing the policy requirements.
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For all learners from Year 1 to Year 9, schools will
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provide at least one written report each semester that is readily understandable (plain
language) and provides clear information on learner progress to the person responsible for
the student
use A to E grades (or an equivalent 5 point scale) to report on achievement in English,
mathematics and for areas of learning taught and assessed that semester, except for
students with disability who are on an Education Adjustment Plan (EAP)
report on achievement against the year level achievement standard in all areas of learning
at least once within the school year
provide a report of the relative performance of the child’s peer group at the school on
request by parents
distribute the National Assessment Program Literacy and Numeracy (NAPLAN) student
report to parents of participating students (3,5,7 and 9).
Schools will provide written reports for Transition students on achievement in English,
mathematics and for areas of learning taught and assessed each semester. Teachers are not
required to allocate A to E grades for reporting for Transition students.
Teachers are required to identify the EAL/D phase of English language attainment using the
Australian Curriculum EAL/D Learning Progression. Teachers will include specific comments on
progress made in English language acquisition for EAL/D students who require additional support
to assist them to develop proficiency in English.
Interviews
Schools will provide opportunities for parents/carers of students
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to attend at least one formal interview within each school year
to have informal discussions with teachers when requested.
1.5 Student Diversity
Students in Australian classrooms have multiple, diverse and changing needs that are shaped by
individual learning histories and abilities, as well as cultural and language backgrounds and
socioeconomic factors.
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Every student is entitled to enriching learning experiences across all areas of the
curriculum.
Schools must recognise that each student can learn and that the needs of every student
are important.
Teachers should value and build on students’ prior learning, experiences and goals.
Teachers should set high expectations for each student and account for the current levels
of learning of individual students and the different rates at which students develop.
Learners for whom English is an Additional Language (EAL)
Students who are learning English as an additional language have the same curriculum
entitlement as students who are learning English as a first language. While the language of
instruction for all learners in the NT is Standard Australian English, it is expected that home
language be used to support teaching and learning where resources allow.
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Students with disability
Students with disability have the entitlement to age-appropriate curriculum. It is expected that
curriculum is designed, implemented and assessed for students with disability so they are able to
participate on the same basis as all students.
To meet these expectations teachers are required to ensure:
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learning programs are based on the Learning Area Achievement Standards for the
Northern Territory and/or the extended continua for the general capabilities of Literacy,
Numeracy, Personal and social capability, ICT capability, Critical and creative thinking,
Ethical understanding and Intercultural understanding
assessment strategies and tasks enable learners to demonstrate the Learning Area
Achievement Standards and/or achievement against the general capabilities extended
continua
learning programs recognise the learning capacities and needs of the learner and describe
adjustments to teaching, learning and assessment strategies necessary for the learner to
participate
teaching and learning materials are made available in a format that is appropriate for the
learner.
Teachers are to refer to system/sector policies for guidance and materials on teaching students
with disability.
Gifted learners
Gifted learners should have access to educational programs that are flexible, inclusive and
appropriate to their developmental needs. This includes
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differentiated curricula that incorporate modifications to content, pedagogy, and
assessment
 opportunities to accelerate learning, enabling gifted learners to progress at their own rate.
School leaders and teachers should refer to the Northern Territory Board of Studies Curriculum,
Assessment and Reporting Guidelines T -9 and the Australian Curriculum when designing and
delivering learning programs to cater for the diverse needs of students.
2.
BUSINESS NEED
This policy statement has been developed in response to the introduction of the Australian
Curriculum to NT schools in 2012. The introduction of the Australian Curriculum represents a
change in paradigm for NT teachers who have been teaching, assessing and reporting within an
outcomes-focused curriculum framework since 2002. As the roll-out of Australian Curriculum
learning areas is being staged over a number of years this requires teachers to teach using two
curricula. As a consequence, new policy is required to enable teachers to effectively teach,
assess and report on student learning in this transitional environment.
This policy enables cross-sectoral (Government, Catholic, Independent and Christian) alignment
of teacher and school practice and thereby achieving Territory wide consistency of curriculum
implementation.
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3.
RESPONSIBILITIES
NTBOS will ensure:
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the policy is current and accords with development of the Australian Curriculum and
nationally agreed directions from education Ministers.
NT school systems and sectors will ensure:
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all schools and relevant office and regional personnel are aware of and have access to the
policy and guidelines
principals oversee the implementation of the policy and guidelines in schools
the provision of accurate, effective and timely advice and support to schools implementing
NT Curriculum, Assessment and Reporting Policy and Guidelines.
Northern Territory principals will ensure:
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4.
teachers design and deliver teaching learning and assessment programs in accordance
with the NTBOS Policy and Guidelines T – 9 and sector specific policy and guidelines
the school meets all other requirements outlined in the policy.
DEFINITIONS
Learners for whom English is an Additional Language or Dialect: EAL/D students are those
whose first language is a language or dialect other than Standard Australian English and who
require additional support to assist them to develop proficiency in English.
Students with Disability: Those students with an impairment or disability as defined under in the
Disability Standards for Education 2005 (DSE) and the Anti-Discrimination Act (NT). The DSE
can be found at:
http://www.ag.gov.au/www/agd/agd.nsf/Page/Humanrightsandantidiscrimination_DisabilityStandardsforEducation. 2
Gifted Learners: Students who are gifted, excel or are capable of excelling, in one or more areas
including academic studies, visual and performing arts, physical ability, creative thinking,
interpersonal and intrapersonal skills (DECS 2013).
5.
RELATED POLICIES/LEGISLATION
Australian Curriculum, Assessment and Reporting Authority Act (2008)
Disability Standards for Education 2005
NT Anti-Discrimination Act 2011
Sector specific policies:
 Department of Education and Children’s Services http://staff.det.nt.gov.au/quickfind/policies/a.shtml
 Catholic Education NT - http://www.ceont.catholic.edu.au/
 NT Christian Schools Association - http://www.ntcsa.nt.edu.au/
 Association of Independent Schools NT - http://www.aisnt.asn.au/
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6.
REFERENCE DOCUMENTS
ACARA 2012, The Australian Curriculum Version 3.0
ACARA 2012, The Shape of the Australian Curriculum Version 3
ACARA 2011, National Assessment Program
NTBOS 2008, Northern Territory Curriculum Framework
7.
COMMUNICATION STRATEGY
This policy will be published on the Northern Territory Board of Studies website. A copy of the
policy statement and guidelines will be sent to the Northern Territory Department of Education
and Children’s Services, the Northern Territory Catholic Education Office, the Northern Territory
Christian Schools and the Association of Independent Schools of the Northern Territory for
distribution to schools and relevant office staff.
8.
REVIEW
As the Australian Curriculum is introduced across all learning areas the policy will be updated to
reflect these changes. A formal review will be undertaken three years after policy endorsement.
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