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The Australian Curriculum

www.acara.edu.au

Australian Curriculum, Assessment and Repor8ng Authority

Why?

•  In 2008 all Australian governments agreed that a na8onal curriculum would play a key role in delivering a quality educa8on.

•  They commiDed to the development of a K – 12 na8onal curriculum, ini8ally in the areas of English, mathema8cs, science and history.

Why?

•  It is widely accepted that Australia should have one curriculum for school students, rather than the eight different arrangements that exist at the moment. (Greater consistency for mobile student and teacher popula8on)

When?

•  Phase 1, K – 10 materials planned to be endorsed in August, 2010

•  Commence implementa8on of phase one K – 10 courses in 2011

•  All states and territories have commiDed to substan8al implementa8on by 2013.

•  Timelines for the Year 11 and 12 courses are s8ll being nego8ated (and will be longer than those for K – 12.

Progress to date

•  DraT K-‐10 curriculum in English, mathema8cs, science and history was released on the ACARA website on 1 March 2010. Consulta8on closed on 30 May 2010. •  DraT Year 11 and 12 curriculum in English, mathema8cs, science and history was released on the ACARA website on14 May 2010. Consulta8on closes 30 July 2010. •  Individuals are invited to register online to access the draT curriculum: www.acara.edu.au •  Development of phase two subjects, comprising geography, arts and languages is underway. •  Phase three development is yet to commence, and will include all other learning areas.

Phase 1 – The Australian Curriculum

•  English: The proposed K-‐10 curriculum in English is organised around three interrelated strands: Language: involves the development of coherent, dynamic and evolving body of knowledge about the English Language and how it works. Literature: Students learn to interpret, appreciate, evaluate and create literary texts such as narra8ve, poetry, prose, plays, film and mul8modal texts, in spoken, print and digital/online contexts. Literacy: Students apply their English skills and knowledge to read, view, speak, listen to, write and create a growing repertoire of texts.

Proposed English course organisa2on – Years 11 and 12

•  The senior secondary English curriculum offers four differen8ated courses designed to meet students’ needs and interests.

l  English is designed to extend students in the use of language and skills for a variety of disciplines and purposes.

l  English as an Addi,onal Language (EAL) provides a variety of language, literature and literacy experiences as well as pathway op8ons to accommodate a range of star8ng points for learning an addi8onal language.

l  Literature is designed for students who choose to study literature at a more intensive level.

l  Essen,al English focuses on further development of literacy and language skills that enable effec8ve par8cipa8on in the workforce. The following diagram outlines the design of the senior secondary English courses.

Proposed English text selec2on requirements Years 11 and 12

A key change for WA teachers is the text selec8on requirements: •  For units 1 and 2 (year 11), teachers will choose texts for study. •  For units 3 and 4 (year 12), ACARA, in collabora8on with the states and territories, will develop and regularly review prescribed text lists in accordance with given requirements. There will be a wide range of texts from which teachers will choose.

Phase 1

The proposed K-‐10 mathema8cs curriculum: •  Addresses key concept skills and processes for progression in

mathema8cs •  Is described in three content strands: Number and algebra,

sta8s8cs and probability and measurement and geometry •  Embeds the proficiencies of understanding, fluency, reasoning

and problem solving •  Assumes teachers will make use of available digital

technology, including calculators in teaching and learning contexts

Proposed maths course organisa2on – Years 11 and 12

•  The senior secondary mathema8cs curriculum consists of four courses in mathema8cs. The courses are differen8ated, each focusing on a pathway that will meet the learning needs of a par8cular group of senior secondary students.

•  Each course is organised into four units typically for comple8on over four semesters.

l  Essen,al mathema,cs (Course A) has been designed as a standalone subject.

l  General mathema,cs (Course B) has been designed as a standalone course or studied in conjunc8on with Course C. Students may choose to move from Course B to Course A at the end of Unit 1 or 2.

Proposed maths course organisa2on – Years 11 and 12

l Mathema,cal methods (Course C) has been designed as a standalone course, or to be taken in conjunc8on with Course B or with Course D.

l Specialist mathema,cs (Course D) is designed to be taken in conjunc8on with Course C. There has been considera8on given to students who have studied units 1 and 2 in Course C to enter Course D at unit 3.

Phase 1

The proposed Science k-‐10 curriculum: •  is organised around three interrelated strands: science

understanding, science inquiry skills; and science as a human endeavour

•  Provides the basis for learning science that engages students in meaningful ways and prepares students to use science for life and ac8ve ci8zenship so that they can func8on effec8vely in a scien8fically and technologically advanced society

•  Provides a founda8on for specific learning pathways leading to senior secondary science as well as science and engineering courses at university and technical and voca8onal educa8on and training.

Proposed science course organisa2on – Years 11 and 12

•  The senior secondary science curriculum offers four courses: l  biology, l  chemistry, l  earth and environmental science, and

l  physics. •  All four courses in the senior secondary science curriculum are

organised around three interrelated strands: l  science inquiry skills, l  science as a human endeavour, and l  science understanding.

Phase 1

The proposed K-‐10 history curriculum: •  Is organised into two strands – historical knowledge and

understanding and historical skills, described year by year •  Ensures Australian history will be taught within a world history

context, and not limited to world history from an Australian perspec8ve

•  Divides years 7 – 10 into four historical periods •  Includes overviews and depth studies •  Recognised the importance of the process of historical inquiry •  Integrates concepts of historical understanding, including evidence,

con8nuity and change, cause and effect, empathy, significance, perspec8ve and contestability

Proposed history curriculum content – Years 11 and 12

•  The senior secondary history curriculum offers two courses designed to meet students’ needs and interests:

l modern history, and

l ancient history. •  Both courses are organised into two interrelated strands: historical knowledge and understanding, and historical skills.

Proposed history curriculum content – Years 11 and 12

l  The strand of historical knowledge and understanding is concerned with key events, movements and people in different contexts that have contributed to shaping the modern world. Historical understanding is developed through concepts that define history as a discipline, including evidence, con8nuity and change, cause and effect, significance, empathy, perspec8ves and contestability.

l  The strand of historical skills develops skills that are used in the process of historical inquiry, including the posing of historical ques8ons for inves8ga8on; finding, analysing and using sources; iden8fying perspec8ves and interpreta8ons; comprehending a range of informa8on; and ar8cula8ng an informed interpreta8on. There is an emphasis on the development of informed and reasoned responses to inquiry ques8ons through a cri8cal use of sources.


•  The second phase of the Australian Curriculum development involves geography, languages and the arts.

•  These learning areas with follow that of phase 1 by approximately 12 months


•  Including design and technology, health and physical educa8on, ICT, economics, business and civics and ci8zenship

•  More informa8on about phase 3 to follow

General Capabili8es •  The Shape of the Australian Curriculum iden8fies ten general

capabili8es to be addressed in the Australian curriculum: (par8cular aDen8on has been given to incorpora8ng first 5 capabili8es into the draT curriculum for English, mathema8cs, science and history)

•  Literacy •  Numeracy •  ICT •  Thinking skills •  Crea8vity •  Self management •  Teamwork •  Intercultural understanding •  Ethical behaviour •  Social competence

Cross-‐curriculum dimensions

•  Indigenous history and culture (Local) •  Sustainability (Global) •  Asia (Regional)

Website

•  hDp://www.australiancurriculum.edu.au/Home

•  Register •  Browse the website •  Click on “Learn” for an overview of Phase 1

DraT Work Samples

Repor8ng Framework

School Level Implementa8on Implementa2on: Teacher/school requirements

•  The mandatory aspects of the curriculum will comprise content standards and achievement standards.

•  States will con8nue to report using A-‐E grades. •  Work samples that will assist teachers to make judgments in rela8on to the grades, sample assessment tasks and other online resources will also be made available.

•  States and territories will be provided with the flexibility to develop the means by which Year 11 and 12 courses will be assessed and accredited.

Communica8on

•  www.det.wa.edu.au/curriculumsupport

•  The Department communicates Na8onal Curriculum updates on the Curriculum Support site.

•  This is a key component of the communica8on strategy to ensure all stakeholders, including parents, are kept up to date on state and na8onal developments.

Key Implementa8on points

•  K-‐12

•  Cross-‐sectoral

•  A curriculum for all students

•  Consistent, common messages are required

•  Schools need 8me and resources

•  Professional associa8ons will be key partners

•  Lessons learned from past implementa8on strategies

•  Milestones coupled with flexibility

•  Prac8cal resources

Teacher Librarians

•  +ve •  Supports student learning in a broad range of areas and reduces repe88on

•  Prescribed curriculum will enable TLs to source resources that support the content

•  Affords more opportuni8es for TLs to be involved in collabora8ve programming

•  Informa8on literacy can be developed over 8me and in all content areas

Teacher Librarians

•  -‐ ve •  Informa8on literacy is not sufficiently explicit in the

curriculum; •  Emphasis on content does not allow sufficient emphasis on

processes (content changes, but processes are skills to learn for life)

•  Curriculum content does not cater for differen8ated learning, par8cularly non-‐achieving, low achieving, giTed and talented students and students from ESL backgrounds.

•  Sheer quan8ty of curriculum will encourage an expository style of teaching and crowd out student-‐ini8ated learning

For more informa8on Department of Educa8on 151 Royal Street EAST PERTH WA 6004 K-‐12 Curriculum, Assessment and Repor2ng Ph: (08) 9264 4863 www.det.wa.edu.au/curriculumsupport Secondary Programs Ph: (08) 9264 5129 h3p://det.wa.edu.au/curriculumsupport/secondary

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