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Australian Curriculum & C2C

A critique of the implemenation of C2C materials in QLD

on 1 May 2014

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Transcript of Australian Curriculum & C2C

Criticism of the Australian Curriculum
The AC and the
Melbourne Declaration
both say lesson planning should include negotiation with students on some aspect of the learning. The one-size-fits-all C2C approach does not allow for this.

C2C does not retain a degree of flexibility, as recommended by AC.

Churchill et al. recommends all teachers to always have on hand a back up plan. C2C teachers, in our experience, seem to have a lack of this.

C2C does not abide by the Productive Pedagogies Framework.

C2C does not plan as recommended by the AC according to knowing a class’s individual students.

Viewing teachers as agents of change implies that things need to change. In relation to curriculum........

Presentation by
Holly, Jess & Sam
The polar differences of interpretation and implementation by the states defeats the purpose of uniformity and undermines its value.

What is the purpose of a national curriculum if it is not unified?

An example of how it can be achieved
South Australian approach for teachers:

"In South Australia the release of the Australian Curriculum has provided the opportunity to think deeply about not only what we want our students to learn, but also how we want them to learn so that they become powerful, expert learners."
Some ideas include:
Analysis of the lesson - who is doing the thinking?
The Australian Curriculum provides the surface content descriptors, but teachers then need to dig deeper to find the
of the learning area
Task design:
Allow learners to step back struggle with unfamiliar.
Explicit scripted content with little flexibility
Fast paced environment with high expectations
Teacher centred approach
Limited discussion & problem solving

Does it de-professionalise teachers?

C2C: Resource or Script?
Director General Julie Grantham quote:

“C2C designed to reduce workload and duplication in schools as they develop their curriculum plans for the AC. Plans can be changed to suit the needs of students, adopted and adapted and there is no requirement to use every lesson plan.”
Queensland Teachers Union quote:

“Despite the Director-General’s repeated communication, it would appear that in some schools members are being expected to forgo their professional independence and implement C2C without modification. Additionally, liberties are being taken with the use of classroom visits and prescriptions around planning and assessment.”

Queensland contradictions: C2C & Productive Pedagogies
C2C NEEDS TO CHANGE so it doesn't contradict
its own classroom reflection manual, and focus on the big picture: intellectual quality, supportive classrooms, and connectedness.

C2C does not promote:
Deep knowledge and understanding
Substantive conversation
Knowledge as problematic
Student Direction
Background Knowledge
Problem-based curriculum
High order thinking.
Currently FNQ’s curriculum delivery of preference is
Curriculum into the Classroom
, also known as C2C.

If we view teachers as agents of change, then we argue that FNQ must make room in its current delivery of the
Australian Curriculum

The often mandatory delivery of the AC via C2C is lacking a Constructivism Approach.
WHAT needs to change?
The AC is a Process and Action not a Product!

In our research many technical understandings of the Curriculum view it as a product – but we believe a better view is an understanding of the curriculum as an

Grundy calls this a pedagogical view of the curriculum. And while there are numerous models of the curriculum and delivery systems as they vary from state to state, we found many like C2C, are based on an explicit, and intended curriculum.

The Australian Curriculum is a Process and Action
– not a Product!

Dept. of Education QLD
approach: (C2C)
As agents of change
What needs to change?
TEACHERS need to be empowered to....

The Big Picture
• Education Queensland announced that C2C is a “comprehensive curriculum package to prepare for the Australian Curriculum” and claimed that it has been developmentally sequenced to maximise student learning.

• Many schools have reported mandatory adoption of C2C
• Independent Review of C2C, specifically the primary
mathematics C2C program was conducted in 2011
• Review panel:
Tierney Kennedy – an independent mathematics consultant
Leah O’Neill – former and returning EQ Head of Curriculum
Kylie Devendish – practicing teacher @ Cooktown State School

Failure to account for gaps between Qld Curriculum and C2C
Teaching time allocated poorly
Current best-practice in sequential development ignored
An inflexible “universal fit” approach already proven ineffective
More likely to make NAPLAN scores worse, not better
EQ has announced that C2C cannot be mandated
Serious misinterpretations of proficiencies

Conclusion: The review demonstrates that C2C does not meet the Australian Curriculum requirements and contains serious flaws in sequential development of student understanding

Review Findings:
So what are the
ideals and ambitions of the
Australian Curriculum.?
From the authors:
fewer-more deeply
learning for understanding
build links
understand the world
The Big Picture
C2C & Student Engagement
You can look at the detail … but don’t lose sight of the big picture
Focus on relationships between curriculum elements
Focus on learning for understanding as distinct from learning for knowledge
Use ‘less content’, for a deeper inquiry

Demonstrating creative initiative and

Connection to the work and sense of broader

Contextualised to locality, issue, time, and students’ lives so we can relate to the content
Developing the
for differentiation
Integrating the curriculum
across learning areas

Is there value in doing your own planning?
Check it out for yourself - We don't have time to show you


"Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties of symmetrical shapes"

ACARA Understanding Proficiency Strand
in Mathematics
Full transcript