BEP CURRICULUM FRAMEWORK TERMINOLOGY
Is demonstrated by Learning in which:
Is not demonstrated entirely by Learning in
which:
Negotiated Learning Tasks
No student voice
No rigour
Students may complete a structured
research proposal prior to negotiating
a learning task.
It is teacher directed
with no student input.
It is teacher directed or
set around student
interest with no
curriculum rigour.
Students have identified their learning
needs and developed learning
strategies and objectives facilitated by
their teacher advisor.
The teacher determines
the learning plan without
student involvement in
identifying their interests
and learning needs.
The task is student
driven with no time
constraints or learning
goals expectations.
Students are guided by a learning
contract for the planning and
assessment of the task through
negotiation.
It does not involve
student voice or teacher
guidance for planning
and assessment of the
task.
It involves tasks lacking
learning goals or a
learning contract.
Students understand and have clear
guidelines for the relevant research
task.
The teacher imposes the
task without regard for
student learning needs.
The task lacks negotiated
agreements, relevance,
guidelines or depth of
understanding.
The work focuses on the teacher and
student(s) negotiating the
content/concept or processes to be
learnt taking into account student
interests and preferred learning styles
within the curriculum.
The task lacks
teacher/student
negotiation process.
The task lacks focus and
content or concept
depth.
Students pose open questions related
to a central theme or big idea, which
stimulates higher order thinking and
deeper levels of understanding.
The teacher determines
content by posing closed
questions negating
critical/analytical
thinking.
The task does not have a
central theme or big idea
and requires only surface
learning and low order
thinking.
The evaluation of the task involves
students’ reflection and interpretation
about the effectiveness of their work
on the task, and their identification of
possible areas for improvement.
No evidence of the
valuing of student
reflection around the
effectiveness of their
work, progress and/or
task outcomes.
There is no requirement
or expectation for
student to demonstrate
increased metacognition skills.
Students may determine how they will
demonstrate their learning.
Summative assessment
is the central assessment
emphasised.
There is no criteria or
discernment in place for
assessment.
BEP CURRICULUM FRAMEWORK TERMINOLOGY
Community Learning
Is demonstrated by Learning in which:
Is not demonstrated entirely by Learning in
which:
Students work in small teams to
decide on ways to improve the school
community and the broader
community.
The work is teacher directed and driven.
A student participates in learning with
a community organisation, business or
industry where appropriate.
The task/project is independent of any
community involvement.
The work reflects work place learning
and may link to the achievement of
work place competencies.
The task/work is school curriculum based only,
devoid of genuine links to the requirements of
the workplace.
The student has the ability to
negotiate with relevant stakeholders
in the community and if necessary
requests teacher assistance.
The student is denied involvement in the
negotiation with relevant stakeholders in the
community.
The learning authentically connects to
the community or community issues
on a local, national or global level.
The learning is confined to the constraints of the
classroom.