Implementation of the Australian Curriculum in Victoria

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Session outline

1. Current status2. Background3. National plans for implementation4. Victorian approach to implementation5. Victorian timeline for implementation6. Introduction to AusVELS7. Questions and discussion

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Current status

December 2010 MCEECDYA :Foundation (F) to Year 10 Australian CurriculumIn an historic decision Ministers today endorsed the content of the Australian Curriculum for English, mathematics, science and history. Ministers agreed to a number of steps towards achieving the next stage of substantial implementation of the Australian curriculum by 2013.

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Current status•Content approved for publication•Establishing a national common approach to

the achievement standards across all States and Territories, and trialling and validating that approach

•Further refining and adjusting the curriculum content as a result of validating achievement standards and structured feedback from teachers

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History of national curriculum

1989 Hobart Declaration

1993 Statements and profiles

1999 Adelaide Declaration

2006 Statements of learning

2007 Howard government Australian History curriculum

2007 Rudd government commitment to national curriculum in English, Mathematics, Science and History

2008 Establishment of National Curriculum Board

2008 NAPLAN

2008Melbourne Declaration•Commitment to eight learning areas, General capabilities, Cross-curriculum priorities

2009 Establishment of ACARA

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History of Victorian curriculum

1985 Curriculum Frameworks

1993 National Statements and Profiles → CSF

1998 CSF II

2005 VELS

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Development trajectory

• Curriculum Frameworks specified learning areas, but then seen as too vague

• CSF provided greater detail, but then perceived as too ‘big’

• CSF II provided more specification, but then perceived as too atomised

• VELS more holistic, less atomised• VELS reaffirmed importance of subject disciplines• Breakthrough in VELS the inclusion of forms of

knowledge previously either implicit or not included in the school curriculum

• Inclusion of both declarative and procedural forms of knowledge

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National policy background

• a solid foundation in skills and knowledge on which further learning and adult life can be built

• deep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applications

• general capabilities that underpin flexible and critical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise

• http://www.curriculum.edu.au/mceetya/melbourne_declaration,25979.html

Promoting world-class curriculum and assessment

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What is the Australian Curriculum?

LEARNING AREAS/ SUBJECT DISCIPLINES

GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES

•English•Mathematics•Science•Health and Physical Education

•Languages•Humanities and Social Sciences (History, Geography, Civics and Citizenship, Business and Economics)

•The Arts•Technologies (inc ICT)

• Critical and creative thinking

• Self-management, teamwork and social competence

• Intercultural understanding

• Ethical behaviour• Literacy• Numeracy• ICT

• Aboriginal histories and cultures

• Asia and Australia’s engagement with Asia

• Sustainability

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How is it being phased?

Learning areas TimelineEnglish Phase 1

Mathematics Phase 1

Science Phase 1

Humanities and social sciences•History•Geography•Economics, Business, Civics and Citizenship

Phase 1Phase 2Phase 3

The Arts Phase 2

Languages Phase 2

Health and PE Phase 3

Technologies Phase 3

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F - 10

What does F mean?• F is the abbreviation for “Foundation” which is

now the common agreed term used to refer to the first year of school for curriculum design purposes.

• Schools in Victoria are not at this stage required to use the term in curriculum or other school documents.

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How is it structured?

AUSTRALIAN CURRICULUM VELS STRUCTURE

• Year-by-year curriculum (11 year levels)• Year Level Descriptions • Content Descriptions in Strands (some aspects in two year bands)

– with illustrative Elaborations• Achievement Standards

• Prep and then two-year bands (6 levels)• Learning Focus statements• Standards in Dimensions

DESIGN• Learning areas• General capabilities - currently embedded (may be published as separate continua) • Cross-curriculum priorities (embedded)

•Three strands:– Physical, personal and social learning– Discipline-based learning– Interdisciplinary learning

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On-line format

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Early childhood

VEYLDF Outcomes Australian Curriculum

Children have a strong sense of identity

Self managementEthical behaviour

Children are connected with, and contribute to, their world

ICTTeamworkIntercultural understandingHistory

Children have a strong sense of wellbeing Social competence

Children are confident and involved learners

Critical and creative thinkingSubject-based disciplines

Children are effective communicators English

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Senior Secondary• The agreed curriculum for English, Mathematics, History and

Science is for the curriculum F-10• First drafts of senior secondary courses in English, Mathematics,

History and Science were developed 2010• Revised drafts following consultation to be published later in

2011• States and territories remain responsible for senior secondary

assessment and certification• Possible introduction of national trade cadetships/Australian

Baccalaureate• Further policy discussion at the national level• No change to senior secondary courses as a result of national

curriculum before 2014

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National context

• Queensland, Tasmania, SA, NT, ACT:Will implement using a variety of timelines (staged year level or subjects)

• WA:Will implement, but only when all resources are available to support schools

• NSW:Will implement content of first four subjects within construct of the NSW Board of Studies prescribed curriculum

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Victorian approach to implementation

• Stage 1Implement English, Mathematics, Science and History within current VELS structure (AusVELS)

• Stage 2Revised VELS structure to reflect full Australian Curriculum

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Victorian timelines Phase 1

English, Mathematics, History and Science

• Introductory professional development• ‘opt-in’ trialling and validation 2011

• Professional development• school-based planning and trialling 2012

Implementation of English, Maths, History and Science F - 10 2013

Implementation of English, Maths, History and Science Year 11 2014?

Implementation of English, Maths, History and Science Year 12 2015?

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Indicative Victorian timelines Phase 2

Languages, The Arts, Geography

•Professional development•school-based planning and trialling 2013

Implementation of Languages, The Arts, Geography 2014

Senior Secondary ?

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Victorian timelines Phase 3

Health and Physical EducationBusiness, Economics, Civics and Citizenship

Technologies, including ICT

To be determined

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Assessment and reporting timelines –government and Catholic sectors

No change 2011-2012

Use of new achievement standards 2013

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Victorian approach• Continuity with/building on key aspects of VELS and

common practice in many independent schools:whole-school approaches to curriculumresponsiveness and innovation at school level within

overall standardsdevelopmental continuumstudent centredinterdisciplinary skills

• Commitment to implementation of Australian Curriculum as approved by all States and Territories

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AusVELS

Features of AusVELS:• a single, coherent curriculum framework and web portal for all

Victorian schools and teachers;• a stable curriculum structure to incorporate further Australian

Curriculum subjects (Geography, Languages, The Arts, Health and Physical Education, ICT and Design and Technology, and Business and Economics)

• maintains leading features of Victorian approach to curriculum• enables inclusion of specific Victorian content/references in

some curriculum areas (Mathematics/Science) and elaborations

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Alternative curricula

• Status quo in Victoria.• Current application processes for Victorian

government schools through the regional and central offices will continue to apply.

• Further advice about the process for the recognition of well–recognised alternative curriculum programs (includes International Baccalaureate, Montessori, Steiner, Cambridge) will be provided when finalised by ACARA.

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Learning Areas

• The structure of English, Mathematics, Science and History is set out in eleven levels.

• The year level structure provides an indication of the content and achievement standards it is expected most students in particular year levels will cover, but more importantly it provides a map that defines key indicators of learning development and progress.

• Schools and teachers continue to have the flexibility to enable students to progress at different rates through the ‘learning map’ provided by the curriculum.

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Key content differences

Subjects Key features

English Strands (Literature, Language, Literacy) as well as modes (Reading, Writing, Speaking and Listening)

Mathematics 3 content strands + 4 proficiency strands

History More specificity of content

Science New nomenclature (‘Science as a Human Endeavour’) and some re-ordering of content

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General capabilities

• General capabilities continue to be developed by ACARA

• Victorian government and Catholic schools will continue to use the Physical, Personal and Social Learning and Interdisciplinary Learning strands of the VELS until the general capabilities are fully developed, including a full continuum of achievement standards

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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

These are not separate, perpetual areas of learning but rather illustrate how learning can be integrated across the subjects and general capabilities to enable students to engage with current issues in contemporary society.

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Resources

• AusVELS will provide links to the curriculum resources that will be developed to support the Australian Curriculum• Resources will support the implementation of the three cross-curriculum priorities identified as part of the Australian Curriculum

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Key issues for trialling and validation

1. Essential learning: has it been included?

2. Scope of content: too much?

3. Professional development and resources needed?

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Assessment and reporting

• Achievement Standards currently subject to process of validation

• Very different models of assessment and reporting across Australia

• Opportunity for Victoria to evaluate and reassess current assessment and reporting practices

For example: Progression points? Necessary? If so, at what level of calibration?

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Key issues: assessment of and for learning• Current structure for government and Catholic sectors:

Two year standards, semester progression points• Proposed Australian Curriculum structure:

Hybrid: two year standards, single year standards, no progression points

Questions:• What level of calibration is most useful for assessment of

student achievement and reporting of student achievement?

• Do these two purposes require different levels of calibration? If so, what?

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FAQ

Will we have to report on History and Science in Prep?•For government and Catholic sector schools, reporting and assessment requirements will remain unchanged in 2011 and 2012. Any changes to assessment and reporting requirements will be informed by consultation with schools, parents and communities.•Independent schools will be required to comply with national guidelines – substantial implementation of phase 1 of Australian Curriculum by 2013.

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FAQDo students in Years 9-10 all have to do the Australian Curriculum subjects?•It is expected that the learning program available for all students will draw on each of the eight learning areas.•Schools retain the final responsibility for design of appropriate student learning programs.•Schools will continue to be able of offer VCE and VET subjects and VCAL to students in Years 9 and 10.•Schools need to ensure that students are appropriately advised about the level of knowledge and skill required to successfully undertake VCE and VET studies.

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FAQ

Does the curriculum content set for a particular year level by the Australian Curriculum have to be taught to all students in that year level? What about multi-grade classrooms?•The Australian Curriculum sets out a nationally-agreed sequence of learning, both in terms of content and achievement standards.•However, teachers and schools retain the flexibility to tailor teaching and learning programs according to local circumstances while reporting against common standards.

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FAQ

What about English as an Additional Language/Dialect (EAL/D) students?•ACARA is developing teaching resources to support the teaching of EAL/D students.•Government and Catholic schools in Victoria should continue to use the ESL scales for curriculum planning and assessment.

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FAQ

What about students with Additional Learning Needs?•Continue to use current Victorian approach of matching student with appropriate levels•Working Towards Level 1 of VELS to continue to be made available•ACARA developing similar resource

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Why this approach to implementation?

• Commitment to personalised learning – importance of assessment based on a developmental continuum

• Strong culture of school-based curriculum development in Victoria

• Consistent with other initiatives• Student at the centre of curriculum planning• Value of interdisciplinary learning• Commitment to a curriculum framework that enables

and supports innovative practice developed against common standards

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Does content matter?

Content matters• AC affirms the importance of content as well as skills• Empirical data (national Civics tests, SAP HPE data) shows that student learning achievement is directly correlated to what they have been taught• Learning by osmosis is not a universal phenomenon

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Conclusion

• Implementation of Australian Curriculum an opportunity to build on and extend current curriculum reform

• Schools can use the implementation of Australian Curriculum for both incremental change and substantial curriculum renewal

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Small group questions

In small groups, identify key questions you have or you think your staff might have arising from this presentation.