Implementing the Guideline for individual learning Part 1: Developing QCIA curriculum plans 151086

Workshop goals This workshop is delivered in three parts. The learning goals for Part 1: Developing QCIA curriculum plans are to know and understand: the curriculum framework provided by the Guideline for individual learning (GIL) how to use the GIL to prepare individualised curriculum plans for students working towards the QCIA the process for developing and submitting curriculum plans using the QCIA Curriculum plan builder.

Activity 1: Identifying learning goals See Participant Booklet Activity 1: Identifying learning goals Let’s pause and think about using the GIL to develop QCIA curriculum plans and planning for teaching, learning and assessment. What do you already KNOW? What do you WANT to learn today? What have you LEARNT?

What is the GIL? The GIL provides a curriculum, assessment and reporting framework for schools to use when developing individualised curriculum plans for senior secondary students working towards the QCIA. From 2016, all new QCIA curriculum plans will be developed using the GIL. The GIL can be accessed from: www.qcaa.qld.edu.au/senior/certificates-qualifications/qcia/curriculum

Amended version available now! Using the GIL The GIL consists of five sections, which outline the processes for planning teaching, learning, assessment and certification: Section 1: Curriculum Section 2: Planning for teaching, learning and assessment Section 3: Developing assessment Section 4: Moderation Section 5: Certification. Amended Nov 2015 Amended version available now!

Curriculum framework Figure 2: Curriculum structure from p.3 of the GIL

Curriculum organisers Used to gather and record student achievement for the QCIA Not all curriculum organisers need to be used – select only those relevant to the individual student No changes are to be made to the curriculum organisers

Learning focuses Identified and developed from the curriculum organiser descriptions For each relevant curriculum organiser, select at least one learning focus When a learning focus is broken down further, select at least one subcategory No changes are to be made to the learning focuses

Activity 2: Purpose of each curriculum organiser See Participant Booklet Activity 2: Purpose of each curriculum organiser Think Read each of the curriculum organiser descriptions and learning focuses in the GIL (pp.4–5). Make some notes about the purpose of each curriculum organiser. Pair What is something new or interesting you learned about the curriculum organisers and learning focuses? Share with a partner. Share Is there anything that you will need to change about the way you currently use the curriculum organisers when developing future QCIA curriculum plans?

Learning goals Describe the knowledge, understanding and skills of the learning focuses Reflect a range of learning that caters for all students For each learning focus, select at least one learning goal No changes are to be made to the learning goals

How do you select learning goals? Consider: the individual student, e.g. strengths, goals, interests data that indicates the student’s current level of learning, e.g. literacy, numeracy, communication pathways planning SET plan individual planning, e.g. PATH planning conversations with families conversations with outside agencies and therapists.

Learning goals and Statements of Achievement Selected from the GIL – refer to Appendix 1 (p.11) Inform teaching and learning experiences the student will be provided Implemented over Years 11 and 12 Learning goals Collected from teaching and learning experiences Demonstrates progress towards learning goals Used to inform future teaching and learning Evidence Records the specific knowledge, understanding and skills the student has demonstrated Substantiated by evidence Refer to QCIA Handbook for writing protocols Statements of Achievement

Examples: Aligning learning goals and Statements of Achievement

QCIA Eligibility form and curriculum plan From 2016, the QCIA Curriculum plan builder (CPB) replaces the QCIA Eligibility form and curriculum plan. Information about using the CPB is available at www.qcaa.qld.edu.au/senior/certificates-qualifications/qcia/curriculum

Example 1: Preparing a QCIA curriculum plan Curriculum organiser Learning focus/es Learning goal/s Communication and technologies (CT) Language comprehension Listening Listen and respond to one- and two-step instructions. Community, citizenship and the environment (CCE)   Leisure and recreation (LR) Preferred leisure and recreation activities Participating in activities Performing Arts activities – dance, drama, music Identify and take up opportunities to access local community resources that support participation in artistic and cultural activities. Share dance, drama or music with peers to communicate emotions, experiences, ideas and stories. Personal and living dimensions (PLD) Health and wellbeing Understanding and managing emotions Interacting with others Identify strategies to manage and moderate emotions in increasingly familiar situations. Describe characteristics of cooperative behaviour and identify evidence of these in group activities. Everyday numeracy skills Applying concepts of time Using money Read digital and analogue clocks to the hour, half hour, quarter hour and minute. Use terminology for measuring time, e.g. ‘o’clock’, ‘half past’, ‘quarter to’, 'am' and 'pm'. Identify and use combinations of coins and notes for simple purchases. Vocational and transition activities (VTA) Post-school pathways Vocational and transition options Accessing local and community resources Participate in different vocational and transition options, such as volunteering, supported employment, community participation, simulated work environments. Engage in and reflect on support work and community placements Identify and access agencies that provide information, products and services that support transition to life beyond school. Skills for life beyond school Independence skills Identify and practise strategies to complete tasks. Select curriculum organises relevant to the student’s needs Record the learning focus and the subcategory Learning goals are selected directly from the GIL More than one learning focus can be selected for each curriculum organiser More than one learning goal can be selected for each learning focus

Example 2: Preparing a QCIA curriculum plan Learning goals are selected directly from the GIL Record the learning focus and the subcategory More than one learning focus can be selected for each curriculum organiser More than one learning goal can be selected for each learning focus

Activity 3: Preparing a QCIA curriculum plan See Participant Booklet Activity 3: Preparing a QCIA curriculum plan Identify a student requiring a QCIA curriculum plan. Use the GIL to identify and record relevant curriculum organisers, learning focuses and learning goals, based on the student’s learning needs.

Creating and submitting QCIA curriculum plans To create and submit a QCIA curriculum plan, use the QCIA Curriculum plan builder in the School Portal. www.qcaa.qld.edu.au/schoolportal/login

Example 1: QCIA curriculum plan

Example 2: QCIA curriculum plan

Review and reflect The learning goals for Part 1 of this workshop series were to know and understand: the curriculum framework provided by the GIL how to use the GIL to prepare individualised curriculum plans for students working towards the QCIA the process for developing and submitting curriculum plans through the QCIA Curriculum plan builder.

3-2-1 Reflect Take a moment to reflect on: 3 things you recall from this workshop session 2 connections or changes to your current practice of developing QCIA curriculum plans 1 question you need answered.

Contact details Queensland Curriculum and Assessment Authority Information about the amendments to the Guideline for individual learning — email seniorcurriculum@qcaa.qld.edu.au Curriculum plans, moderation or certification — email qcia@qcaa.qld.edu.au