The Australian Curriculum

1. The Australian Curriculum The Australian Curriculum Development and implementation

2. The Australian Curriculum OVERVIEW What is the Australian Curriculum? Why have an Australian Curriculum? The Learning Areas/Phases of implementation General capabilities – Why? Cross-curricular priorities - Why? Some Issues across learning areas Implementation in Western Australia

3. What is the Australian Curriculum? • The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students • 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

4. Why have an Australian Curriculum? • Australia’s education ministers 2008 – The Melbourne Declaration on Educational Goals for Young Australians. • Young Australians to become: • * successful learners • * confident • * creative • * active • * informed citizens • For the first time in Australia's history, all students will have the opportunity to learn from the same national curriculum

5. Learning Areas/Phases

7. Timeline – Phase 2

8. Australian Curriculum - Timing • Tortoise or hare! • 2012 Year 7History 8History • 2013 Year 9History 7Geography 8Geography • 2014 Year 10History 9Geography 10Geography • Assuming scope and sequence sorted

9. The Australian Curriculum Website The Australian Curriculum online: http://www.australiancurriculum.edu.au Australian Curriculum Cross Sectoral Website: http://www.acwa.edu.au

10. The Australian Curriculum

11. Australian Curriculum - How • How to implement - Collaboration • In Learning Area • In school, across the learning areas. • General Capabilities (ICT, Critical thinking…) • Cross Curricula priorities • Across schools

12. General capabilities • Literacy • Numeracy • Information and communication • Technology (ICT) competency • Critical and creative thinking • Ethical behaviour • Personal and social competence • Intercultural understanding

13. General Capabilities

14. General capabilities - Quiz • Quiz

15. Cross-curricular priorities

16. Some Issues – How? 1. How? Alex Solosy Rationale Aims Content Achievement Standards General capabilities Cross Curricula priorities Links to other learning Areas

17. Some Issues 2. Indicative Time Allocation

18. Some Issues 3. Catering for students with diverse and special needs • Schools will modify content to cater for those students whose learning will require access to content that is not represented in a particular year • Students with special education needs will have: * necessary adjustments made to the learning activities are organised and presented * adjustments to assessment strategies * variations in the demonstration of their learning

19. Some Issues Catering for students with diverse and special needs • For a small percentage of students with special education needs, the curriculum content and achievement standards may not be accessible, meaningful and relevant even with adjustments • The Australian Curriculum will include content descriptions and achievement standards for school age students with intellectual and developmental disability whose learning is prior to the Foundation achievement level – Big issue!

20. Some Issues 4. NAPLAN 2011 - 2013 based on current curriculum 2014 based on the Australian Curriculum? 5. Catholic Schools - Religious Education Catholic Schools have specific curriculum offerings which must be maintained N.B. NCEC Position Paper on an Australian Framework for Religious Education

21. Implementation in Western Australia • Even though ACARA has responsibility to develop the curriculum, states are responsible for implementation • There will be three years for substantial implementation (From July 2012) • Implementation in Western Australia being guided by the review of Curriculum Framework

22. Senior Secondary Australian Curriculum PHASE 1 • The draft Senior Secondary Australian Curriculum for English, mathematics, science and history is made up of 14 draft courses across four learning areas • The current suite of courses was selected to reflect the approach that currently exists across states and territories • The draft senior secondary Australian Curriculum to be available for national public consultation in term one 2012

23. The Australian Curriculum

24. Cross Team Curriculum Day 1 Students with Disability Team

25. Students with Disability and the Law

26. Disability Standards For Education Intent of Standards Statement of the rights of Students with Disability in relation to education and training consistent with the rights of the rest of the community • To clarify and add certainty for all concerned about the requirements and legal obligations in regard to the Act. • To help education authorities to comply with the Act by clarifying their obligations & providing additional guidance. • Overcome current limitations & the need for lengthy conciliations & formal hearings. • To improve education & training opportunities & outcomes The term ‘disability’ has a broader definition within the standards hence the need to comply with the standards not only for narrow funding eligibility definition of SWD but also all other students with special educational needs, eg learning difficulties and medical/ health care needs.

27. Disability Standards For Education – Part 4 - 8 Part 4-8 of the Standards specify how education & training are to be made accessible to students with disabilities. They cover the following areas • enrolment • participation • curriculum development, accreditation & delivery • student support services • elimination of harassment & victimisation The Part for each area includes: • a statement of students’ rights/ entitlements • describe educational authorities legal obligations/ responsibilities Measures: examples of compliant actions and are performance based.

28. Standards for Curriculum Development, Accreditation & Delivery – Part 6 Measures for Compliance • Curriculum, teaching materials, assessment & certification accessible & appropriate to student’s needs • Delivery modes & learning activities take account of intended outcomes & learning capacity of the student • Study materials made available in appropriate format • All activities designed to include the student –excursions, camps • Assessment procedures & methodologies appropriately adapted

29. Reasonable Adjustments Changes/ adjustments may be required to provide equal opportunities for a student with a disability Adjustments may include: • access modifications/ removing physical barriers • making specific adjustments for types of impairment • adapting curriculum delivery • providing additional staffing • modifying tasks & assessments • providing specific equipment or facilities • information, training & up skilling • providing flexible arrangements & schedules DOCUMENT NEGOTIATE

30. What is happening now and next?

31. Australian Curriculum and Student DiversityStudents with Disability The objectives of the Australian Curriculum are the same for all students. • ACARA is committed to the development of high-quality curriculum for all, while understanding the diverse and complex nature of students with disability. ACARA acknowledges the DDA and the DSE and its obligation as an education and training service provider to articulate the rights of students with disability to access, participate and achieve in the curriculum on the same basis as students without disability. • The Australian Curriculum is shaped by the propositions that each student can learn and that the needs of every student are important. The curriculum enables teachers to plan rigorous, relevant and engaging learning and assessment experiences for students with disability. • Students with disability can engage with the curriculum provided appropriate adjustments are made by teachers and schools in relation to: - content - what a student learns - process - how the student learns and instructional processes • product- how the student demonstrates what they have learned.

32. Cross Sectoral project (ACARA and WA) Students with Disability • STUDENT WORK SAMPLES • Purpose • To demonstrate using the flexibility of the Australian Curriculum across the Foundation to Year10 to plan programs that take into account the different abilities of all students • To illustrate teacher’s thinking and decision-making when making adjustments to the Australian Curriculum to meet the needs of students with disability • Scope • Learning areas – Mathematics, Science, English and History • Focus on students in Years 6-9 followed by students in Years 3-6 • Consider examples of work from students with disability who: • - can achieve at the same achievement standard as their peers with appropriate adjustments eg students with a vision impairment and Braille • are working to achieve outcomes at levels (achievement standards) prior to their chronological age • Group 1 and 2 students

33. Progressing to the Foundation Level “Foundation to Year 10 curriculum content and achievement standards may not be appropriate or meaningful even with adjustments, for students with a significant intellectual disability” March 2011 – attended conference “Built In Not Bolted On” Disabilities and the Australian Curriculum October 2011 For students with disability progressing to the Foundation level of achievement, ACARA developed draft Australian Curriculum materials in English and Mathematics that describe knowledge, skills and understanding at each of four phases of learning. Participated in consultation on the progressing towards Foundation curriculum for English and Mathematics. Group 3 students – those with significant intellectual disability and / or multiple disabilities

34. What is happening now and next?

35. Individualised Education Planning • Individualised Education Planning: • is a collaborative, consultative process • is a way of planning to meet the individual needs of students • establishes goals, outcomes, & objectives • a documented statement of skills, knowledge & tasks • a statement of accountability & responsibility • is reflected in the class program • is a realistic & practical Individual Education Plan (IEP) - Articulate significant teaching and learning adjustments that affect most learning areas – ongoing Curriculum Adjustment Plan (CAP) - Articulate teaching and learning adjustments for an identified specific need in one (two) learning areas – may be shorter term

36. Reporting The Australian Curriculum achievement standards are the reference point, students will continue to be assessed and then reported on in ways consistent with the assessment and reporting requirements of the relevant state, territory or sector. Individual Education Plan (IEP) • Students with Disabilities that have significant adjustments articulated in an IEP will have progress reported against the learning outcomes articulated in the IEP not using A-E grades. • This requirement will only apply to students who have been identified by the Principal, school learning support team and/or the CEO consultant as requiring significant teaching and learning adjustments (IEP); • This will not apply to students who have a shorter-term learning plan to address a particular need in one or two areas. (CAP). Curriculum Adjustment Plan (CAP) • Students with learning needs who have a CAP in one or more learning areas will have their progress reported against their year level descriptor by using A-E grades.

37. Inclusion – Doesn’t Have To Be Complicated

38. Cross Team Curriculum Day 1 Students with Disability Team