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Transcript of Australian Curriculum
The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community.
It makes clear what all young Australians should learn as they progress through schooling.
It is the foundation for high quality teaching to meet the needs of all Australian students. What is the Australian Curriculum (AC)? According to ACARA
(Australian Curriculum, Assessment and Reporting Authority) Time lines ... Assessment with the AC By the end of 2012, all R-7 students will be assessed in Mathematics and Science, using the AC.
By the end of 2013, all R-8 students will be assessed in Mathematics, Science, English and History, using the AC. Curriculum What is Curriculum and Assessment? Learning entitlement for each Australian student that provides a foundation for successful, lifelong learning and participation in the Australian community
It acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests
Acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future Assessment Achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling
The sequence of achievement standards across Foundation to Year 10 describes progress in the learning area. The AC website and how to navigate it
(using mathematics as an example) Curriculum ...
where does it come from?
Cross Curriculum Priorities http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?layout=2#level=4 Achievement Standards Achievement Standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling These describe the knowledge, concepts, skills and processes that teachers are expected to teach and students are expected to learn Content Descriptions Curriculum: Mathematics
Strands (3) : Number and Algebra, Measurement and Geometry, Statistics and Probability
NA - Number and place value, fractions and decimals, money and financial mathematics, pattern and algebra
MG - Using units of measurement, shape, location and transformation, geometric resoning
SP - Chance, data representation and intepretation Staff draw the curriculum from six (6) different areas of the AC Curriculum ...
where does it come from? (cont) http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?layout=2#level=4 The proficiency strands describe the actions in which students can engage when learning and using the content Proficiency Strands The four (4) strands are:
Reasoning http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?layout=2#level=4 Numeracy Continuum http://www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Continuum The Numeracy learning continuum is organised into six interrelated elements:
Calculating and estimating
Recognising and using patterns and relationships
Using fractions, decimals, percentages, ratios and rates
Using spatial reasoning
Interpreting and drawing conclusions from statistical information
These elements are drawn from the strands of the Australian Curriculum General Capabilities The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.
The Australian Curriculum includes seven general capabilities:
Information and communication technology (ICT) capability
Critical and creative thinking
Personal and social capability
Intercultural understanding. http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum Cross Curriculum Priorities The Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face. The curriculum gives special attention to these three priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Cross-curriculum priorities are embedded in all learning areas. They will have a strong but varying presence depending on their relevance to the learning areas. http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?y=4&s=NA&s=MG&s=SP&c=1&c=6&c=5&c=3&c=4&c=2&c=7&p=3&p=1&p=2&layout=3 Reporting A - E grades or word equivalents The AC achievement standards describe what student should typically be able to do, know and understand by the end of the year at each year level (along with the other areas previously mentioned).
Each achievement standard provided the key reference point for reporting on student achievement (A-E)
We are required to provide two written reports each year
All students (except receptions) must have an A-E grade or word equivalent A-E Grades
or Word Equivalents All schools must use A-E grades or word equivalents
A - E grades. Each letter describes a level of achievement against the achievement standard.
Word Equivalents. A word is allocated to describe the level of achievement against the achievement standard. eg: Excellent (A), Good (B), Satisfactory (C), Partial (D), Minimal (E).
AAS currently use A - E grades. C A Child demonstrating satisfactory achievement of what is expected at this year level. In relation to the achievement standard, the student has demonstrated ...
capacity to apply knowledge, skills and understandings in new contexts
sound understanding of concepts and key ideas
sound development of skills
adequate knowledge of content In relation to the achievement standard, the student has demonstrated ...
a strong capacity to apply knowledge, skills and understandings in a new context
some depth of understanding of concepts and key ideas
high level of development of skills
thorough knowledge of content B A child demonstrating good achievement of what is expected at this year level In relation to the achievement standard, the student has demonstrated a ...
high level capacity to apply knowledge, skills and understandings in a new context
deep understanding of concepts and key ideas and connections between them
outstanding development of skills
comprehensive knowledge of content A A child is demonstrating excellent achievement of what is expected at this year level In relation to the achievement standard, the student has demonstrated ...
capacity to apply knowledge, skills and understandings in familiar contexts
some understanding of concepts and key ideas
some development of skills
basic knowledge of content D A child has demonstrated partial achievement of what is expected at this year level In relation to the achievement standard, the student has demonstrated ...
beginning capacity to apply knowledge, skills and understandings in familiar contexts
beginning understanding of concepts and key ideas
initial development of skills
limited knowledge of content E A child is demonstrating minimal achievement of what is expected at this year level What is a 'new context'? When I was at school ... Rote learning was all the rage. You would learn something in the class and repeat, repeat, repeat until you did it correctly. 12 + ___ = 16
15 + 3 = ____
9 + ___ = 13
___ + 7 = 9 We are trying to educate learners for jobs that don't exist, using technologies that haven't been invented. To do this, we need to teach children to think and solve problems. New Context Instead of the traditional problem given, problem solved, we will use open questions that require more thought, may have multiple answers and demonstrate a range of abilities. Eg: I am thinking of a number between 10 and 100. Its tens digit is two less than its units digit. What might the number be? AC
Asking higher-order thinking questions like this allows student to demonstrate a more through understanding of their knowledge. The answer is 2, what might the problem have been? Any questions?