introducing the victorian curriculum reform 2004 consultation paper a framework of essential learning

1. Introducing the Victorian Curriculum Reform 2004 Consultation Paper A Framework of ‘Essential Learning’ Speaker’s Notes In November 2003, the Minister for Education and Training, Lynne Kosky MP, launched a ‘Blueprint for Government Schools’ which announced a range of specific plans to continue improving Victoria’s schools. As part of this Blueprint, the Victorian Curriculum and Assessment Authority (VCAA) was asked to develop a new framework of ‘essential learning’ for all Victorian schools in both government and non-government sectors. This presentation provides an overview of the proposed elements of the new framework as described in the Victorian Curriculum Reform 2004 Consultation Paper released by the Minister in late March 2004. Speaker’s Notes In November 2003, the Minister for Education and Training, Lynne Kosky MP, launched a ‘Blueprint for Government Schools’ which announced a range of specific plans to continue improving Victoria’s schools. As part of this Blueprint, the Victorian Curriculum and Assessment Authority (VCAA) was asked to develop a new framework of ‘essential learning’ for all Victorian schools in both government and non-government sectors. This presentation provides an overview of the proposed elements of the new framework as described in the Victorian Curriculum Reform 2004 Consultation Paper released by the Minister in late March 2004.

2. Aims The VCAA will develop: a broad framework of ‘essential learning’ for all Victorian students a range of assessment processes to measure student achievement against the defined performance standards Speaker’s Notes Integral to the framework will be the development of clear performance standards and a range of assessment processes to measure student achievement against these standards. This new approach to the curriculum and how students are assessed will build on the Curriculum and Standards Framework (CSF) and the existing good practice in Victorian schools. Speaker’s Notes Integral to the framework will be the development of clear performance standards and a range of assessment processes to measure student achievement against these standards. This new approach to the curriculum and how students are assessed will build on the Curriculum and Standards Framework (CSF) and the existing good practice in Victorian schools.

3. The reform challenge To prepare students for a world which is: global in its outlook and influences consistently changing at ever increasing pace complex in its political and economic structures and processes underpinned by high speed and interactive ICT Speaker’s Notes There is a high degree of consensus amongst advanced economies that, when developing curriculum, we must consider the major characteristics of the world for which schools are preparing students. This is a world in which society, community and personal relationships are subject to increasingly complex pressures work, ideas and the economy are constantly changing technology plays a major part international events have an increasing influence there are major challenges and opportunities in dealing with issues such as conflict management, environmental sustainability, and the equitable harnessing of technology and distribution of resources. Speaker’s Notes There is a high degree of consensus amongst advanced economies that, when developing curriculum, we must consider the major characteristics of the world for which schools are preparing students. This is a world in which society, community and personal relationships are subject to increasingly complex pressures work, ideas and the economy are constantly changing technology plays a major part international events have an increasing influence there are major challenges and opportunities in dealing with issues such as conflict management, environmental sustainability, and the equitable harnessing of technology and distribution of resources.

4. The reform challenge To equip students to be: responsible individuals who relate to family, friends and colleagues community members who contribute socially, economically and culturally to society informed citizens, who understand and contribute to the community and wider world Speaker’s Notes The new approach to the curriculum must respond to the challenges posed by this complex environment and support schools and teachers in providing students with the skills, values and attributes to ensure that students are: responsible individuals who are able to relate to family, friends and colleagues community members who contribute socially, economically and culturally to society informed citizens, who understand and can contribute to civil and community relations at a local, national and global level. The new approach will provide a curriculum which: meets the changing learning needs of students as they progress from Prep to Year 10 enables students to develop the skills and attributes expected of people in a modern society encourages students to think their way through issues and problems promotes innovation and variety in teaching, including the use of ICT, to meet the needs of students and the communities in which they live encourages lifelong learning. Speaker’s Notes The new approach to the curriculum must respond to the challenges posed by this complex environment and support schools and teachers in providing students with the skills, values and attributes to ensure that students are: responsible individuals who are able to relate to family, friends and colleagues community members who contribute socially, economically and culturally to society informed citizens, who understand and can contribute to civil and community relations at a local, national and global level. The new approach will provide a curriculum which: meets the changing learning needs of students as they progress from Prep to Year 10 enables students to develop the skills and attributes expected of people in a modern society encourages students to think their way through issues and problems promotes innovation and variety in teaching, including the use of ICT, to meet the needs of students and the communities in which they live encourages lifelong learning.

5. Research and consultation Analysis of 14 national and international curriculum frameworks Initial round of focus group discussions with 100 teachers and principals 18 statewide consultation forums during March 2004 Speaker’s Notes The VCAA developed the structure of the new framework following extensive research of national and international initiatives and current directions in the development of curriculum and standards documents for the compulsory years. In 2003, the VCAA conducted an initial round of focus group discussions involving 100 teachers and principals. This was followed, in March 2004, by 18 statewide consultation forums which were attended by leading teachers and principals. The research, together with the feedback from the focus group discussions and consultation forums provided the VCAA with key issues and implications for a renewed Victorian curriculum Note: A summary of the VCAA’s analysis of national and international curriculum documents, Curriculum Victoria: Foundations for the Future, can be downloaded from the VCAA website at www.vcaa.vic.edu.au/prep10/CRP/index.htm Speaker’s Notes The VCAA developed the structure of the new framework following extensive research of national and international initiatives and current directions in the development of curriculum and standards documents for the compulsory years. In 2003, the VCAA conducted an initial round of focus group discussions involving 100 teachers and principals. This was followed, in March 2004, by 18 statewide consultation forums which were attended by leading teachers and principals. The research, together with the feedback from the focus group discussions and consultation forums provided the VCAA with key issues and implications for a renewed Victorian curriculum Note: A summary of the VCAA’s analysis of national and international curriculum documents, Curriculum Victoria: Foundations for the Future, can be downloaded from the VCAA website at www.vcaa.vic.edu.au/prep10/CRP/index.htm

6. Key findings Speaker’s Notes The research identified a need for curriculum to: be knowledge-based with a clear specification of what is essential learning encourage innovation by focusing on depth of understanding rather than breadth of content and pedagogy based on students thinking their way through problems identify clear performance standards that can be achieved by all but allow the opportunity for extension in specialist areas include assessment procedures clearly linked to the essential learning standards which point to further productive learning. These findings were supported by the learning from what is currently in place in our schools, which identified a desire for: greater school control over the content of the curriculum the ability for schools to use innovative and flexible teaching styles to achieve the best outcomes for students a significant reduction in the number of specific learning outcomes an increased focus on key knowledge and skills a greater focus on students’ depth of understanding. Speaker’s Notes The research identified a need for curriculum to: be knowledge-based with a clear specification of what is essential learning encourage innovation by focusing on depth of understanding rather than breadth of content and pedagogy based on students thinking their way through problems identify clear performance standards that can be achieved by all but allow the opportunity for extension in specialist areas include assessment procedures clearly linked to the essential learning standards which point to further productive learning. These findings were supported by the learning from what is currently in place in our schools, which identified a desire for: greater school control over the content of the curriculum the ability for schools to use innovative and flexible teaching styles to achieve the best outcomes for students a significant reduction in the number of specific learning outcomes an increased focus on key knowledge and skills a greater focus on students’ depth of understanding.

7. A new structure Focusing on ‘the essences’, what is at the heart of learning Underpinned by a statement of ‘universal’ values Fostering deep understanding Assisting schools to make professional decisions to construct curriculum CSF II will be the core reference Speaker’s Notes Drawing on these findings the VCAA is developing a new curriculum approach, a new structure that focuses on the essences of learning - the knowledge, understandings and skills that are at the heart of learning. A statement of values will underpin the framework. The Victorian government is working with other states to identify a set of values shared by all Australian schools. Based on research to date, ten values have been identified. These include: tolerance and understanding, respect, responsibility, social justice, excellence, care, inclusion and trust, honesty, freedom and being ethical. The new approach will be designed to develop deep understanding that will allow students to apply their learning to new contexts. It will encourage innovation and flexibility in schools, assist teachers in deciding what to teach and provide standards against which teachers will assess students’ achievements and report those achievements to parents. The new framework will replace the Curriculum and Standards Framework (CSF) II as the policy document in Victoria. The CSF will, however, become the core reference to support the new framework. The CSF provides a detailed and coherent statement of student learning outcomes organised around the eight key learning areas ands provides schools with a sound basis on which to build their curriculum. Speaker’s Notes Drawing on these findings the VCAA is developing a new curriculum approach, a new structure that focuses on the essences of learning - the knowledge, understandings and skills that are at the heart of learning. A statement of values will underpin the framework. The Victorian government is working with other states to identify a set of values shared by all Australian schools. Based on research to date, ten values have been identified. These include: tolerance and understanding, respect, responsibility, social justice, excellence, care, inclusion and trust, honesty, freedom and being ethical. The new approach will be designed to develop deep understanding that will allow students to apply their learning to new contexts. It will encourage innovation and flexibility in schools, assist teachers in deciding what to teach and provide standards against which teachers will assess students’ achievements and report those achievements to parents. The new framework will replace the Curriculum and Standards Framework (CSF) II as the policy document in Victoria. The CSF will, however, become the core reference to support the new framework. The CSF provides a detailed and coherent statement of student learning outcomes organised around the eight key learning areas ands provides schools with a sound basis on which to build their curriculum.

8. An overview of the new approach Core discipline concepts – deep learning not detailed content Generic, cross curriculum skills, other attributes Personal and social competencies Speaker’s Notes The new framework will be based on three separate but closely related pillars: 1. Core discipline concepts and skills human understanding of the world is organised largely through the disciplines of knowledge core knowledge, ideas and skills will be drawn from broad disciplines such as language, mathematics, science, the arts and humanities. 2. Generic or cross-curriculum skills other essential skills such as communication skills and thinking skills apply across the curriculum these are needed for students to be adaptive, to transfer learning to new contexts and to be prepared for lifelong learning they must be explicitly recognised in learning standards. 3. Personal and social development the core business for education involves the development of specific forms of knowledge and skills together with values and personal attributes such as citizenship, organisational skills and physical development. Speaker’s Notes The new framework will be based on three separate but closely related pillars: 1. Core discipline concepts and skills human understanding of the world is organised largely through the disciplines of knowledge core knowledge, ideas and skills will be drawn from broad disciplines such as language, mathematics, science, the arts and humanities. 2. Generic or cross-curriculum skills other essential skills such as communication skills and thinking skills apply across the curriculum these are needed for students to be adaptive, to transfer learning to new contexts and to be prepared for lifelong learning they must be explicitly recognised in learning standards. 3. Personal and social development the core business for education involves the development of specific forms of knowledge and skills together with values and personal attributes such as citizenship, organisational skills and physical development.

9. Speaker’s Notes This table presents an overview of the new approach which seeks to integrate the values and purposes of schooling with the essential learning and the KLAs. It also recognises that teaching for understanding, assessment that informs learning and reporting in meaningful ways are critical elements of the approach. The task for schools is to prepare students for a world that is global, complex, constantly changing and is increasingly using ICT (column 4). Schools, therefore, need to equip students with the knowledge, skills and attributes to contribute socially, economically and culturally to such a world and be responsible and informed citizens (column 3). The detailed content in the eight key learning areas of the CSF (column 1) will be linked to a set of high order concepts, core skills and personal and social skills and values which enable students to participate effectively in society (column 2). These elements of essential learning provide the focus of the new approach that articulates explicitly what skills, knowledge and concepts all students need and are essential for future learning and development. These will be expressed as standards that describe how students will develop over the course of their schooling. Speaker’s Notes This table presents an overview of the new approach which seeks to integrate the values and purposes of schooling with the essential learning and the KLAs. It also recognises that teaching for understanding, assessment that informs learning and reporting in meaningful ways are critical elements of the approach. The task for schools is to prepare students for a world that is global, complex, constantly changing and is increasingly using ICT (column 4). Schools, therefore, need to equip students with the knowledge, skills and attributes to contribute socially, economically and culturally to such a world and be responsible and informed citizens (column 3). The detailed content in the eight key learning areas of the CSF (column 1) will be linked to a set of high order concepts, core skills and personal and social skills and values which enable students to participate effectively in society (column 2). These elements of essential learning provide the focus of the new approach that articulates explicitly what skills, knowledge and concepts all students need and are essential for future learning and development. These will be expressed as standards that describe how students will develop over the course of their schooling.

10. Core discipline concepts and skills Access to deep discipline concepts is central and unique job of schooling Fundamental ways of seeing and understanding the world Discipline concepts and skills to be derived from the KLAs Focus on deep learning, not breadth of content Greater freedom for schools to develop curriculum for local needs Speaker’s Notes The central and unique role of schools is to provide students with deep understanding of core discipline concepts and skills. By studying and understanding each of the major disciplines in depth, students develop the ability to draw on a wide range of ideas and skills in order to solve new problems and shape their knowledge of the world. The new approach will identify the core concepts and skills associated with each discipline and these will become the focus of student learning and the basis of the curriculum standards. They will not focus on content subject matter except to the extent needed to understand core concepts. The discipline concepts are embedded in the KLAs, each of which will make its contribution to the new framework. Some of the concepts identified as part of the new framework might be derived from one KLA as, ‘Life and living things’ from Science. Others might be derived from a number of KLAs such as ‘Design’ which can be linked to both Technology and The Arts and the design process that can be applied across the curriculum. By concentrating on a focused set of core concepts and skills, the new framework will give schools greater freedom to develop the curriculum experiences which best meet the needs of their students while still having the guidance of a set of standards understood by the broader education community. Speaker’s Notes The central and unique role of schools is to provide students with deep understanding of core discipline concepts and skills. By studying and understanding each of the major disciplines in depth, students develop the ability to draw on a wide range of ideas and skills in order to solve new problems and shape their knowledge of the world. The new approach will identify the core concepts and skills associated with each discipline and these will become the focus of student learning and the basis of the curriculum standards. They will not focus on content subject matter except to the extent needed to understand core concepts. The discipline concepts are embedded in the KLAs, each of which will make its contribution to the new framework. Some of the concepts identified as part of the new framework might be derived from one KLA as, ‘Life and living things’ from Science. Others might be derived from a number of KLAs such as ‘Design’ which can be linked to both Technology and The Arts and the design process that can be applied across the curriculum. By concentrating on a focused set of core concepts and skills, the new framework will give schools greater freedom to develop the curriculum experiences which best meet the needs of their students while still having the guidance of a set of standards understood by the broader education community.

11. Generic skills Generic skills that extend beyond the skills of formal disciplines and apply across the curriculum such as broad areas of communication including the use of ICT thinking, learning and problem-solving skills Promote lifelong learning To be explicitly recognised in standards Speaker’s Notes As identified in The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (MCEETYA, 1999), regardless of the disciplines taught to them, all students need to develop a set of generic skills to prepare them for today’s rapidly changing society. The new approach will include generic skills appropriate to each level that apply across the curriculum. These include: communication skills that underpin all learning such as reading, writing, speaking and listening, non-verbal and physical forms of communication, visual, graphic and mathematical representation and ICT a range of cognitive and meta-cognitive skills or thinking skills that are essential to ongoing learning across the curriculum and beyond formal schooling such as inquiry, information processing, creative thinking, reasoning, problem-solving and evaluation. These skills are needed for students to be adaptive, to transfer learning to new contexts and to be prepared for lifelong learning and they must be explicitly recognised in learning standards. Speaker’s Notes As identified in The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (MCEETYA, 1999), regardless of the disciplines taught to them, all students need to develop a set of generic skills to prepare them for today’s rapidly changing society. The new approach will include generic skills appropriate to each level that apply across the curriculum. These include: communication skills that underpin all learning such as reading, writing, speaking and listening, non-verbal and physical forms of communication, visual, graphic and mathematical representation and ICT a range of cognitive and meta-cognitive skills or thinking skills that are essential to ongoing learning across the curriculum and beyond formal schooling such as inquiry, information processing, creative thinking, reasoning, problem-solving and evaluation. These skills are needed for students to be adaptive, to transfer learning to new contexts and to be prepared for lifelong learning and they must be explicitly recognised in learning standards.

12. Personal and social skills Core business for education Development of values and personal attributes to assist students to function effectively in society including social, cultural and personal skills organisational and employability skills Distinguish between knowledge and skills appropriate for standards setting and values and attributes that are not Speaker’s Notes Personal and social development is core business for education. It involves specific forms of knowledge and skills together with values and personal attributes. These include social, cultural and personal skills such as taking responsibility for one’s own behaviour and actions to others, distinguishing between right and wrong, exercising tolerance and physical development. organisational and employability skills such as working with others and in teams, developing independence and improving personal performance. The framework needs to distinguish between knowledge and skills which may be appropriate for standards setting and assessment and values and other attributes that are not. Students need access to core understandings to be prepared to function effectively in society. Much of this will derive from the core discipline concepts and generic skills but some will be specific knowledge and understanding of our society and culture. Speaker’s Notes Personal and social development is core business for education. It involves specific forms of knowledge and skills together with values and personal attributes. These include social, cultural and personal skills such as taking responsibility for one’s own behaviour and actions to others, distinguishing between right and wrong, exercising tolerance and physical development. organisational and employability skills such as working with others and in teams, developing independence and improving personal performance. The framework needs to distinguish between knowledge and skills which may be appropriate for standards setting and assessment and values and other attributes that are not. Students need access to core understandings to be prepared to function effectively in society. Much of this will derive from the core discipline concepts and generic skills but some will be specific knowledge and understanding of our society and culture.

13. Learning characteristics and curriculum development Early Years Focus on literacy and numeracy - continue to build on existing good practice Include generic skills, values and attributes Draw on discipline concepts and skills as appropriate Speaker’s Notes Student learning needs and capacities develop over the years of schooling. Students’ learning is on a continuum and the levels of the framework will reflect this growth and development. The VCAA will develop broad statements of learning characteristics of students at regular intervals over these years, using the existing CSF level structure. Early Years From Prep to Year 4, the curriculum will concentrate on developing the basic skills in literacy and numeracy that will underpin all future learning. It will also draw on the foundations of the discipline concepts and other generic and personal and social skills appropriate to each age group. Speaker’s Notes Student learning needs and capacities develop over the years of schooling. Students’ learning is on a continuum and the levels of the framework will reflect this growth and development. The VCAA will develop broad statements of learning characteristics of students at regular intervals over these years, using the existing CSF level structure. Early Years From Prep to Year 4, the curriculum will concentrate on developing the basic skills in literacy and numeracy that will underpin all future learning. It will also draw on the foundations of the discipline concepts and other generic and personal and social skills appropriate to each age group.

14. Learning characteristics and curriculum development Middle Years Literacy and numeracy needs more sophisticated Important discipline concepts progressively introduced Increasing focus on teaching thinking skills Clearer set of curriculum standards Speaker’s Notes As students progress, their literacy and numeracy needs become more sophisticated. Important concepts and skills from the disciplines are progressively introduced. The framework will support recent initiatives in school-based approaches to integration, collaboration and innovation by bringing together generic skills and attributes with a broader range of discipline and cross-discipline concepts and skills. There will be an increased focus on explicit recognition of thinking skills within and across disciplines and a much clearer set of curriculum standards from which schools can continue to develop initiatives. Speaker’s Notes As students progress, their literacy and numeracy needs become more sophisticated. Important concepts and skills from the disciplines are progressively introduced. The framework will support recent initiatives in school-based approaches to integration, collaboration and innovation by bringing together generic skills and attributes with a broader range of discipline and cross-discipline concepts and skills. There will be an increased focus on explicit recognition of thinking skills within and across disciplines and a much clearer set of curriculum standards from which schools can continue to develop initiatives.

15. Learning characteristics and curriculum development Years 9 and 10 Respond to needs of all students - not simply preparing for post compulsory education Encourage greater responsibility for own learning in a social and community context Promote innovation, diversity and meeting a wide range of students’ needs Speaker’s Notes Years 9 and 10 is a period in which students work to complete their transition from dependent to independent learning and to plan pathways for their future learning. At these levels, the structure of the new framework will promote innovative and diverse teaching styles that meet a wide range of students’ needs. Building on good practice in schools and the best international research, it will encourage schools to develop a range of teaching styles that link students’ current life experiences with the core discipline concepts and generic skills, values and attributes and take their learning into the community. For example, students could be asked to debate whether graffiti is art or vandalism or design real solutions to briefs from local clients / companies. The aim is to show students why they learn what they do and how it relates to the real world. The curriculum will also encourage students to take greater responsibility for their own learning while also helping to prepare for the transition to post-compulsory education and training.Speaker’s Notes Years 9 and 10 is a period in which students work to complete their transition from dependent to independent learning and to plan pathways for their future learning. At these levels, the structure of the new framework will promote innovative and diverse teaching styles that meet a wide range of students’ needs. Building on good practice in schools and the best international research, it will encourage schools to develop a range of teaching styles that link students’ current life experiences with the core discipline concepts and generic skills, values and attributes and take their learning into the community. For example, students could be asked to debate whether graffiti is art or vandalism or design real solutions to briefs from local clients / companies. The aim is to show students why they learn what they do and how it relates to the real world. The curriculum will also encourage students to take greater responsibility for their own learning while also helping to prepare for the transition to post-compulsory education and training.

16. Performance standards CSF level structure remains as broad scale for developing standards Standards for core discipline concepts and skills and generic skills Informed by general learning characteristics of students as they progress from Prep to year 10 Set at a challenging level, not minimum competence Speaker’s Notes The VCAA will develop performance standards to measure student achievement, along with a range of assessment processes and reporting formats, to assist teachers in meaningfully communicating student achievements to parents and the broader community. Standards will be developed, using the CSF level structure, for core discipline concepts and skills and generic skills but probably not values nor all personal attributes. The standards will be informed by the general learning characteristics of student as they progress from Prep to Year 10. They will be set at a challenging level and be age appropriate, in terms of range and scope as well as level of achievement – recognising the changing learning needs of students. Speaker’s Notes The VCAA will develop performance standards to measure student achievement, along with a range of assessment processes and reporting formats, to assist teachers in meaningfully communicating student achievements to parents and the broader community. Standards will be developed, using the CSF level structure, for core discipline concepts and skills and generic skills but probably not values nor all personal attributes. The standards will be informed by the general learning characteristics of student as they progress from Prep to Year 10. They will be set at a challenging level and be age appropriate, in terms of range and scope as well as level of achievement – recognising the changing learning needs of students.

17. Assessment Measure student achievement against standards Determine students working at expected level or above or below that level Describe students’ learning and achievements fairly and accurately Identify strengths and weaknesses to plan for future learning Allow students to demonstrate deep understanding and achievement of generic skills Speaker’s Notes A range of assessment processes to measure student achievements against the defined performance standards at agreed levels will form a key part of the new framework. Underpinning the performance standards will be a set of assessment tools that will enable teachers to assess students more accurately and determine their levels of achievement, whether they are working at the expected level or above or below it. These will include the existing statewide assessments of the Achievement Improvement Monitor (AIM) and other processes designed to be used by teachers in the classroom. Assessments should enable the teacher, parents and the student to identify the student’s strengths and weaknesses and plan for future learning. Assessment processes that genuinely allow students to demonstrate deep understanding of discipline concepts and achievement of generic skills will need to be developed. Speaker’s Notes A range of assessment processes to measure student achievements against the defined performance standards at agreed levels will form a key part of the new framework. Underpinning the performance standards will be a set of assessment tools that will enable teachers to assess students more accurately and determine their levels of achievement, whether they are working at the expected level or above or below it. These will include the existing statewide assessments of the Achievement Improvement Monitor (AIM) and other processes designed to be used by teachers in the classroom. Assessments should enable the teacher, parents and the student to identify the student’s strengths and weaknesses and plan for future learning. Assessment processes that genuinely allow students to demonstrate deep understanding of discipline concepts and achievement of generic skills will need to be developed.

18. Parent reporting guidelines Advice to be developed in conjunction with sector authorities and schools Clear information for parents on: students’ achievement against standards progress made between reports achievement against any relevant national/state benchmarks priorities for further learning Speaker’s Notes School sector authorities, in conjunction with schools, will have the main responsibility for developing reporting guidelines. The VCAA will provide advice and support to schools and systems (government and non-government) on ways in which parent reporting needs can be met within the standards framework. Reports should include clear and meaningful information for parents on what students have achieved against agreed standards, how they have progressed since the last reporting period and priorities for future learning.Speaker’s Notes School sector authorities, in conjunction with schools, will have the main responsibility for developing reporting guidelines. The VCAA will provide advice and support to schools and systems (government and non-government) on ways in which parent reporting needs can be met within the standards framework. Reports should include clear and meaningful information for parents on what students have achieved against agreed standards, how they have progressed since the last reporting period and priorities for future learning.

19. Support materials Range of support materials to be developed Illustrate content, pedagogy, standards, assessment approaches - e.g. sample programs, units of work, annotated student work and reporting samples Current CSF to be core reference from which schools draw as appropriate Currently published material to be aligned with new framework Speaker’s Notes The VCAA will develop a range of support materials to illustrate the new curriculum approach and suggest ways for schools to incorporate generic skills, values and attributes into programs. Schools will be expected to use the new approach as a framework and adapt it in innovative ways to meet the learning requirements of their students. Once the new framework has been fully developed, the VCAA will publish a guide that explains the relationship between the existing CSF and key aspects of the new approach. Existing CSF support material will link into this guide and will continue to be important and useful. The VCAA will assist schools to work with these materials. Speaker’s Notes The VCAA will develop a range of support materials to illustrate the new curriculum approach and suggest ways for schools to incorporate generic skills, values and attributes into programs. Schools will be expected to use the new approach as a framework and adapt it in innovative ways to meet the learning requirements of their students. Once the new framework has been fully developed, the VCAA will publish a guide that explains the relationship between the existing CSF and key aspects of the new approach. Existing CSF support material will link into this guide and will continue to be important and useful. The VCAA will assist schools to work with these materials.

20. Summary of proposed changes Identify ‘essential learning’ for students to prepare for 21st century Building on CSF, standards based on discipline concepts and skills, generic skills and personal and social skills Standards informed by best practice in schools Schools to have greater flexibility and responsibility for developing content appropriate for local needs Speaker’s Notes The concepts and skills that underpin the new approach will be distilled from the CSF. The standards to be developed will be informed by the best ways in which schools currently use and implement the CSF. The new framework will provide schools with a clear understanding of what students should learn as they progress through schooling. At each level, a set of performance standards will be developed. School communities will be free to decide how and what to teach students to ensure these standards are met. The new approach recognises that responsibility, ownership and development of the curriculum into specific teaching and learning programs is the work of schools. In developing support materials, the VCAA will consult with schools and school systems and recognise that they have the major responsibility for determining their pedagogical processes.Speaker’s Notes The concepts and skills that underpin the new approach will be distilled from the CSF. The standards to be developed will be informed by the best ways in which schools currently use and implement the CSF. The new framework will provide schools with a clear understanding of what students should learn as they progress through schooling. At each level, a set of performance standards will be developed. School communities will be free to decide how and what to teach students to ensure these standards are met. The new approach recognises that responsibility, ownership and development of the curriculum into specific teaching and learning programs is the work of schools. In developing support materials, the VCAA will consult with schools and school systems and recognise that they have the major responsibility for determining their pedagogical processes.

21. Timeline 2004 End Term 1 - Publish consultation paper Term 2 - Consult with profession on reforms outlined in consultation paper Friday 25 June – Responses to paper via online questionnaire due Terms 2 and 3 - Write framework and commence development of support materials Term 4 - Publish complete draft of framework for consultation Speaker’s Notes Schools and other members of the community are encouraged to use an online questionnaire to respond to the approach detailed in the consultation paper on Victorian curriculum reform. Responses are requested by Friday 25 June 2004. The questionnaire is available at: www.vcaa.vic.edu.au/prep10/CRP/index.htmSpeaker’s Notes Schools and other members of the community are encouraged to use an online questionnaire to respond to the approach detailed in the consultation paper on Victorian curriculum reform. Responses are requested by Friday 25 June 2004. The questionnaire is available at: www.vcaa.vic.edu.au/prep10/CRP/index.htm

22. The Victorian Curriculum Reform 2004 Consultation Paper: A Framework of ‘Essential Learning’ Consultation questions for discussion groups Speaker’s Notes The following slides contain the Consultation Paper discussion questions to enable schools to develop informed responses to the questions set out in the on line questionnaire. Each slide focuses on a particular section of the new framework as outlined in the Consultation Paper including: a focus question for the group of questions relating to the particular content of the paper to initiate the discussion and thinking. Feedback recording sheets to assist with this process and small group discussion are also located on the VCAA website.Speaker’s Notes The following slides contain the Consultation Paper discussion questions to enable schools to develop informed responses to the questions set out in the on line questionnaire. Each slide focuses on a particular section of the new framework as outlined in the Consultation Paper including: a focus question for the group of questions relating to the particular content of the paper to initiate the discussion and thinking. Feedback recording sheets to assist with this process and small group discussion are also located on the VCAA website.

23. General Will the new framework provide a stimulus to review and reform the curriculum currently being taught in Victorian Schools? How will it meet the local needs of schools? The proposed framework of essential learning (comprising core discipline concepts and skills, generic skills, and personal and social skills and values) will provide flexibility for schools to include innovative programs that will improve student learning.? The proposed framework of essential learning will provide an appropriate basis for local implementation of the curriculum in ways that meet the specific circumstances and needs of the school. Do you agree? What are the major strengths and challenges of the proposal? What are the major challenges of the proposal?

24. Values Values will underpin the framework. Is there a need for flexibility or the implementation of values education at a local level? Should schools be able to add and choose values from the framework? The framework should be underpinned by an explicit statement of broadly agreed values. To what extent do you agree? The suggested set of values included on pages 4 and 5 of the Consultation Paper is appropriate. To what extent do you agree? Which if any of this list of values should be deleted or modified? What, if anything, should be added?

25. Core discipline concepts and skills To what extent do you agree with the proposed structure of the framework outlined on page 5 of the consultation paper? The identification of core discipline concepts and skills is an appropriate way to address the need to focus on depth of learning rather than breadth of content. Which disciplines should be represented as core disciplines in a framework of essential learning? Within these, what are some core concepts you would identify for inclusion in the framework of ‘Essential Learning’?

26. Generic skills To what extent do you agree with the inclusion of the suggested set of generic skills in the new framework? A set of explicitly stated generic skills is an important part of a curriculum framework that aims to promote lifelong learning, active citizenship and a productive social and economic future. Which important generic skills ought to be added to the proposed list on pages 8 and 9? Which important generic skills, if any, ought to be added to the proposed list on pages 8 and 9 of the Consultation Paper? Which important generic skills on the proposed list, if any, should be deleted or modified? Are any of the listed skills more appropriately located within specific disciplines?

27. Performance standards Performance standards will be written for core discipline concepts and skills and generic skills. In writing these standards what issues need to be considered? As outlined in the Consultation Paper, the Framework will include performance standards at each level. The framework should also provide extension standards at each level for those students who excel. To what extent do you agree? For which of the generic skills listed on pages 8 and 9 would it be appropriate to develop a set of performance standards?

28. Assessment and reporting Assessment How do we assess for deep understanding of concepts and skills? What sort of assessment techniques will best enable students to demonstrate deep understanding? Reporting to parents How and what should schools report to parents? Reports to parents should include clear summary statements of student achievement against performance standards, including generic skills Schools should report progress students have made against the standards from one reporting period to the next and also next steps for learning. To what extent do you agree? Schools should report on the development of personal and social competencies. To what extent do you agree?

29. Support materials What kind of materials would be most useful in supporting schools to assess student achievement against the standards and report to parents? Any other questions/comments