1. Introducing Ethical Capability Focus on 7-10
Monica Bini
Curriculum Manager
Welcome everyone to this session.
My name is Monica Bini and I am one of two Curriculum Managers for Humanities and Social Sciences here at the VCAA.
My responsibilities include the Ethical Capability curriculum.

2. Objectives By the end of today’s session you will:
gain an insight into Ethical Capability curriculum design
be introduced to key terms of the curriculum
In today’s session I will introduce you to the main features of the Ethical capability curriculum.
I will assist you to be able to feel more confident in your reading and understanding of the curriculum, which should start to open up possibilities for its delivery in your school.

3. Aims
The Ethical Capability curriculum aims to develop knowledge, understandings and skills to enable students to:
Analyse and evaluate ethical issues, recognising areas of contestability
Identify the bases of ethical principles and ethical reasoning
Engage with the challenges of managing ethical decision making and action for individuals and groups
Cultivate open-mindedness and reasonableness
Let’s begin by looking at the aims of the curriculum. We begin here because this gives you an insight into the intended curriculum. The curriculum is held accountable to these aims.
The other aims really serve the first aim.
This capability is at its heart intended to support students in doing better at analysing and evaluating ethical issues.
Students already engage with ethical issues across different learning areas and have done so for years but as we shall see this curriculum can support them to do it better.
If an ethical issue is worth paying attention to, then it is worth doing well.

4. Structure Strands - 2 strands Achievement standards
Understanding Concepts
Decision Making and Actions
Achievement standards
The first achievement standard at Foundation to Level 2 and then at Levels 4, 6, 8 and 10
Ethical capability will be reported against at levels 4, 6, 8 and 10
The two strands are related. Our understanding of concepts informs how we make decisions and this will become clearer when we look at the example later in the session.

5. Key messages
The content descriptions covering ethical concepts and decision making need to be explicitly taught and assessed to progress student learning
Whole school planning is essential for schools to determine how and when the curriculum is taught
The curriculum describes a continuum in progression in learning.
There is a distinction between explicitly teaching and covering something.
Merely asking students to read a media article and identify the ethical issues is not explicit teaching – it is just checking that they can do this, and covering a step needed to then go on and talk about the issue. Pausing to teach them how to identify the issue would be explicit teaching as the students are learning something new and can then have a go at finding the issue in the article.
Becoming familiar with the ideas of ethics will improve student engagement with issues. Part of this involves learning the language of ethics, just like any other discipline. This will help students to come to grips with the ideas and also to frame their own thinking as they argue for or against some of these ideas or come up with their own.
The key to working with the capabilities is planning. Thinking carefully about where that first introduction to how to identify an ethical issue will be taught which can then be practised going forward as a necessary step for the study of any ethical issue.

6. Ethical issues
An ability to analyse and evaluate an ethical issue requires knowledge, skills drawn from:
Ethical capability
Critical and creative thinking
Other capabilities and learning areas as appropriate
All of these elements are needed – ethical capability, critical and creative thinking and other areas of the curriculum. They are all needed in order to engage with ethical issues.
The next slide will show an example of what I mean.

7. Example knowledge and skills
Is sharing resources equally the fairest and best thing to do?
What do we mean by equal/fair/best/?
Should we care about inequality? Where do our obligations lie and why?
People should be treated as ends not means
(Ethical Capability)
What is a resource?
What is the data on living standards around the world?
Why are the barriers and enablers to resolving inequalities?
(Humanities)
Is this view on sharing resources well reasoned?
(Critical and creative thinking)
Here it can be seen how all three of these elements will contribute to the analysis and evaluation of an ethical issue.
This picks up on an issue that goes across a number of curriculum areas. For example in the Economics and Business and also the Geography curricula at 9-10 which both look at the issue of unequal distribution of income and wealth and the standard of living as it is termed in Economics and Business and wellbeing as it is termed in Geography. Geography also considers food security and both curriculums consider distribution of income across supply chains.
Compare the quality of a response that merely asserts that having poorly paid Bangladeshi sweatshop workers in unsafe working conditions is wrong with one that using the idea from ethics that people should not be treated as means but only as ends to then help to justify their view and further understands the distinction between ethical and legal when discussing that the company may not be breaking any laws. This is more than just critical thinking.
We will zero in on Ethical capability and keep following this issue through to illustrate the curriculum in action.
When we come to introducing the planning tool, we will shift to another issue.
For now, let’s look at the two strands of the ethical capability curriculum in more detail.

8. The Understanding Concepts Strand
Students progressively learn to analyse:
key concepts and ideas important to identifying ethical problems
concepts that have ethical significance such as good, wrong, tolerance, greed, freedom and courage
the nature and justifications of ethical principles
Remember the aims of the curriculum and link to the ethical issues.
How concepts are understood and valued will influence how an issue is analysed and evaluated.
Ethical principles are statements about what is thought to be desirable or good and are designed to help in determining the rightness or wrongness of actions. They often contain concepts that are valued. An example of a principle is ‘always act to maximise happiness and minimise pain’. Or ‘never tell lies’.
To make sense of these, it helps to know what is meant by the concepts of happiness, pain or lying. Is refusing to say something lying?
It can readily be seen that these principles can be used to help select and justify a response to an issue, or evaluate a response.
Should I tell on my friend? The response to this will be influenced by how you consider the principle ‘never tell lies’.
Each of the three elements here progresses in a continuum across F-10: (next slide)

9. Understanding concepts: progression Line 1
F-2: VCECU001
Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts
3-4: VCECU004
Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations
5-6: VCECU009
Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued
9-10: VCECU019
Investigate the connections and distinctions between and the relative value of concepts including fairness and equality, and respect and tolerance
7-8: VCECU014
Explore the contested meaning of concepts including freedom, justice, rights and responsibilities and the extent they are and should be valued by different individuals and groups
Let’s look at this carefully.
This shows the first horizontal line of the curriculum running across from F-10.
We are approaching it this way because it will enable you to see how learning progresses across a similar part of the curriculum.
We will work our way through each of these content descriptions.
F-2: this CD introduces students to ethics as being fundamentally concerned with the question ‘how ought I or we, to live?’ A key concern are outcomes and whether these are of ethical concern. One way to tell is if we think about them in terms of good, bad, right or wrong.
3-4: this CD introduces students to the idea that the meaning of some concepts is not fixed in stone. This is drawn out by noticing that, for example, thinking of fairness as equal treatment of everyone works in some cases but not in others. Compare for example handing out party favours at the end of a party, which might require equal treatment to be fair, with providing a special parking spot for cars with prams or disabled passengers.
5-6: Here students begin to think about the distinction between something that might be valued and whether it should be valued. Someone might value telling the truth very highly, but are they times when it has a lesser value than say harm?
7-8: We can readily see that a natural progression from 5-6 is to ask ‘valued by whom?’ In exploring the contested meaning, students can test proposed criteria for something to count as just or consider whether human rights are a means to an end or an end in themselves – do we want them for their own sake or to try to achieve some other good? This is useful to do as it will help us work out what to do if rights conflict.
9-10: Students will have encountered connections and distinctions before, for example between fair and equal, but here they are asked to think about which one is more important or if they are equally important. Does this depend on context? You can see how this might matter for decision-making about what to do, or in judging actions and outcomes.

10. Linking to the Achievement Standards
Band
Relevant achievement standard extract
F-2: Explore the meaning of right and wrong, good and bad as concepts concerned with the outcomes of acts
Identify and describe ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes
3-4: Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations
Use concrete examples from a range of contexts to explain the contested meaning of concepts
5-6: … and the extent to which these concepts are and should be valued
Evaluate the meaning of ethical concepts and analyse their value, identifying areas of contestability
7-8: …by different individuals and groups
Explain different ways ethical concepts are represented and analyse their value to society, identifying areas of contestability
9-10: Investigate the connections and distinctions between and the relative value of concepts…
Explain connections and distinctions between ethical concepts, identifying areas of contestability in their meanings and relative value.
You can see here each of the content descriptions that we have looked at just now matched with its part of the achievement standards.
Up to the end of Level 4, students are able to explain what they mean by using examples that demonstrate understanding.
At Levels 5-6 students are able to demonstrate thinking about criteria used for the meaning of a concept. For example if pleasure is suggested as a criterion for happiness, do you agree? Analysing their value can involve looking at an example to see what someone says about its value, for example a character’s attitude to pleasure or lying in a story. They are taken one step further to identify the main areas of disagreement about the value of the concept. For example there is a lot of disagreement about whether happiness is the ultimate goal in life.
7-8: Here students can be looking at more than one example, and explaining how the meaning of concepts might differ. They are also prompted to think more broadly about the value of the concept to society.
9-10: Here students are able to explain connections and distinctions. Areas of contestability here might concern the concept itself, such as ‘what kind of equality are people owed?’ Income? Respect? when thinking about the value of equality; or contestability when comparing concepts: for example do both fairness and equality involve thinking about what someone deserves?

11. No content description for this line
Understanding concepts: progression Line 2
F-2:
No content description for this line
3-4: VCECU005
Explore the extent to which particular acts might be regarded by different people as good, bad, right or wrong and explain why
5-6: VCECU010
Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles
9-10: VCECU20
Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought
7-8: VCECU015
Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, world views and philosophical thought
This shows the second horizontal line of the curriculum running across from F-10.
It follows through learning about ethical principles. These are norms or rules designed to help guide decisions about what to do, for example ‘always tell the truth’. You can see in this case how valuing truth may lead to it becoming a principle.
Students begin in 3 -4 by learning that some acts are regarded by many people as good or bad and it is these kinds of acts that tend to become principles or are informed by principles. Explanations about ‘why’ this act is good, prompts students to think about what we value.
They go on in 5-6 to consider how ethical principles might be used to guide us. The ‘why’ is unpacked further by thinking about how particular ideas about right and wrong from philosophy or world views or culture might result in a principle. So the principle of ‘treat others as you would want to be treated’ has fundamental ideas underlying it about the equality of humans that can be traced back to these things.
In 7-8 students think about why people may not necessarily share the same set of principles, or why an individual might not adopt all the principles of a particular group. They can think about for example whether differing contexts, experiences, goals or cultures might influence this.
In 9-10 there is a subtle difference. Here students learn that sharing the same principle might lead to different positions on an issue. For example people could all agree that animal suffering should be minimised but disagree on whether it is okay to kill them or not. Alternatively people might agree that we should respect the dead but differ in their treatment of them.

12. Linking to the Achievement Standards
Band
Relevant achievement standard extract
F-2: Not applicable
3-4:Explore the extent to which particular acts might be regarded by different people as good, bad, right or wrong and explain why
Use examples to evaluate ethical actions in relation to their outcomes
5-6: Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles
Explain different ways to respond to ethical problems
Identify the basis of a range of ethical principles
7-8:Investigate why ethical principles may differ between people and groups, considering the influence of….
Analyse the differences in principles between people and groups
9-10: Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of…
Analyse commonality and difference between different positions (in complex issues)
At 3-4 students are able to use examples to explain their evaluations of acts, for example to show how an act might cause unnecessary suffering and therefore be wrong
At 5-6 students are able to explain that using ethical principles can be a way to respond to an issue. They are able to identify links back to cultural norms, religion, world views or philosophical thought.
At 7-8 students are able to look at an example, say a case study, and explain why principles might be differing, using evidence from the example.
At 9-10 students are able to do the same kind of analysis as for 7-8 but for more complex issues and in cases where there are definitely different positions on an issue.
Across the bands it is easy to see how a student could be in Year 6 but be achieving at Levels 7-8 say if their work were sophisticated enough and they were given the opportunity in the learning activity to reach that higher band.

13. Understanding concepts: progression Line 3
F-2:
No content description for this line
3-4: VCECU006
Discuss the ways to identify ethical considerations in a range of problems
5-6: VCECU011
Examine how problems may contain more than one ethical issue
9-10: VCECU21
Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues
7-8: VCECU016
Investigate criteria for determining the relative importance of matters of ethical concern
This shows the third horizontal line of the curriculum running across from F-10.
It concerns the nature of ethical issues.
While there is no content description for F-2, students do begin to think about this when they learn about right and wrong and good and bad and how they are connected to actions. This points the way to ethical issues, which is a situation where there are competing alternatives about what is the right thing to do or what a good outcome might be.
So Levels 3-4 begins with learning how to identify which matters concern ethics. One of the key questions is in fact to ask whether this does involve something where the outcome can be judged in terms of good or bad in relation to how we want to live or the kind of world we want to have.
Levels 5-6 is about students learning that there is often more than one ethical issue in a problem. This is a good chance to introduce ethical dilemmas, where it can be seen that doing what might be thought to be the right thing might actually result in something that may be undesirable, such as convicts facing a decision on whether to steal to stop their families from starving.
Levels 7-8 nuances this by asking how to sort out what is the most important once we have identified what the ethical problems are. For example we could use extent of harm to help work this out.
Levels 9-10 draws particular attention to the distinction between the ethical and the legal, in particular the question ‘if it is not illegal, does this mean it is ethically acceptable?’

14. Linking to the Achievement Standards
Band
Relevant achievement standard extract
F-2: Not applicable
3-4: Discuss the ways to identify ethical considerations in a range of problems
Explain how to identify ethical considerations in problems.
5-6: Examine how problems may contain more than one ethical issue.
Identify different ethical issues associated with a particular problem.
7-8: Investigate criteria for determining the relative importance of matters of ethical concern
Articulate how criteria can be applied to determine the importance of ethical concerns.
9-10: Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues.
Examine complex issues (and) identify the ethical dimensions
It can be seen easily here how the curriculum works across the horizontal lines as a continuum. One way to think about the curriculum is that within a band are different things to think about when analysing and evaluating an ethical issue, and going horizontally across, we see how these things become gradually more complex.
This means that you can easily see how to extend students or how to assess them at a more basic level.
In this case, we can see here how the gradual increase in complexity of knowledge is expressed in the achievement standards. To take the example of the convict and stealing to feed a starving family from before at 5-6, it can be seen that it is not possible to identify different ethical issues unless you first know how to do this, which is at 3-4. On the other hand once you have identified them, the next step is working out what is the most important, which is at 7-8.
Teachers can design learning opportunities to enable students in Year 5 to demonstrate achievement across at these three points. It may be the case that some will not progress beyond 3-4, but the activities can be designed to give opportunities to do so. If you are teaching Year 5 you can look up to the next achievement standard and down to the one below to help you design what you have to teach to get students there. This process happens anywhere you are teaching in the school although the context might change. Later on in Year 7 you might have shifted to ancient history rather than Australian colonial history but you can still look at achievement standards either side for whatever historical ethical issues you are now looking at. If students are raw beginners you may need to go right back to 3-4 and teach them from there, gradually introducing more complex teaching points informed by the upcoming curriculum, with difficulty of the learning activities shaped by the achievement standards.
We will now turn to the next strand of Ethical Capability – Decision making and actions.

15. Decision-making and action strand
Students progressively learn to analyse and evaluate:
ways to respond to ethical problems
factors that influence ethical decision-making and action
Note the tight connection once again to ethical issues.
We have already spoken briefly about principles and how they can help to analyse and evaluate ethical issues.
Often underpinning these principles are ethical ideas. If these are considered important by someone they may become a principle for action.
So the idea that happiness and pain are important is an idea from the field of ethics, and in fact the philosopher John Stuart Mill is famous for bringing this to prominence and introducing the principle that happiness should be maximized and pain minimised and a justification for this view. The reasons for this view again compromise certain ideas, which you may or may not agree with. Note that this is more than mere critical thinking. It requires critical thinking but ideas are also needed.
We will now see how this strand progresses.

16. Decision-making and action strand
Example progression: 1st horizontal line
Decision-making and action strand
F-2
Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so
3-4
Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse
5-6
Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends
9-10
Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches
7-8
Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action
This strand concentrates on two main ideas in the field of ethics – that consequences matter, and also that there are certain kinds of important duties.
The foundation for this is laid in F-6 through an approach that considers means and ends. It then progresses to consider consequentialism and duty-based approaches to decision-making more fully and the issues associated with these. You can see that contestabilities are introduced from 3-4 when students consider that sometimes doing what they normally would consider the right thing might in fact lead to an undesirable outcome. This then is developed in 5-6 by zooming out and thinking about decision-making in terms of means (how) and ends. Do the ends justify the means?
There are two key points that might help you to distinguish between these approaches:
If you put means first as more important than ends, then you will know in advance what the right thing to do is. You will know in advance that stealing is wrong and should not be done in order to achieve any goal.
If you put ends as more important then you won’t know what is the right thing to do until you have thought about what a good outcome might be and then you want to go back and do whatever it takes to achieve it.
Of course in reality we often do a bit of each – we weigh choices about ends against means and make an overall decision.
In 7-8, students begin a bit of this nuancing by considering what we might owe ourselves and others, if anything and that is one thing that might temper what think are legitimate means or ends. So for example one reason we don’t in fact steal even if we could get away with it is a decision that depriving other people of their property without their permission as a means to our own happiness is not ethical. We owe people respect for their property.
In 9-10 students go more deeply into issues that are raised when we focus heavily on consequences as the overriding guide to decision-making, or what we think our duty is.

17. Link to Achievement Standards:
Band
Relevant achievement standard extract:
F-2: Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so
identify and explain acts and situations that have ethical dimensions, using illustrative examples. 
3-4: Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse
use examples to evaluate ethical actions in relation to their outcomes.
5-6: Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends
explain different ways to respond to ethical problems and identify issues related to these.
7-8:Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action
explain different views on the extent of ethical obligation and analyse their implications for the consequences of and duties involved in ethical decision-making and action
9-10: Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches
analyse and evaluate contested approaches to thinking about consequences and duties in relation to ethical issues.
Here it can be seen how the increasing complexity is reflected in the achievement standards.
Once again, students need to be able to walk before they run. So even if students are in Year 9 you might want to assess whether they can first explain different ways to respond to ethical problems as seen in 5-6 before you progress to assessing whether they can discuss contestabilities as shown in 7-8 and This could be formative or summative assessment but it should be obvious that all students at some point will need to start here no matter which year level they are in. Otherwise they are thrown in the deep end.
Of course the examples or issues you look at may different for Year 9s compared to Year 5s but it is still teaching the same ethical ideas.

18. Decision-making and action strand
Example progression: 2nd horizontal line
Decision-making and action strand
F-2
Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved
3-4
Discuss the role of personal values and dispositions in ethical decision-making and actions
5-6
Discuss the role and significance of conscience and reasoning in ethical decision-making
9-10
Investigate how different factors involved in ethical decision-making can be managed by people and groups
7-8
Discuss the role of context and experience in ethical decision-making and actions
This line in the curriculum is a little different to the others in that it gradually builds up a picture of all the different factors that might be involved in ethical decision-making.
It culminates in 9-10 with considering the complexity of managing all of these but to build up to this students press the pause button as it were to consider just a one or two at a time.
Notice here that the emphasis is not only on the idea that these things do play a role but also on how they play a role. So for example, looking at 7-8, past experience can help to predict what consequences might be while context might affect how we judge the significance of social relationships for example. They can both affect whether we apply an ethical principle or not and might of course be inter-related.

19. Link to Achievement Standards:
Band
Relevant achievement standard extract:
F-2: Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved
explain that personal feelings may influence the way people behave in situations where ethical issues are involved.
3-4: Discuss the role of personal values and dispositions in ethical decision-making and actions
explain the role of personal values and dispositions in ethical decision-making and actions, recognising areas of contestability.
5-6: Discuss the role and significance of conscience and reasoning in ethical decision-making
explain the role and significance of conscience and reasoning in ethical decision-making. 
7-8: Discuss the role of context and experience in ethical decision-making and actions
analyse the role of context and experience in ethical decision-making and action.
9-10: Investigate how different factors involved in ethical decision-making can be managed by people and groups
explain how different factors involved in ethical decision-making can be managed.
Again, it is worth repeating that students might focus on different parts of this line depending on what they are studying. If they are studying an English text in Year 7 for example and one theme is that someone’s character, that is, the sort of person they are, might make a difference to how they respond to ethical issues, then they might benefit from some explicit teaching on this, even though this is at Levels 3-4.

20. Assessment
Different students will be working towards achievement standards at different levels
Teaching and learning activities and assessment tasks can be differentiated to suit learning needs, including complexity of issues or contexts
To sum up, assessment can be modified to suit the needs of students and the achievement standards can be used for both formative and summative assessment.
As a general principle, become familiar with the achievement standards either side of your target levels and work back from there to help design the cognitive demand of teaching and learning activities. All students should be given the opportunity to achieve at the highest standard you think they are capable of.
The content descriptions use words like ‘explore’ or ‘investigate’ and the achievement standards tell you the expected cognitive demand.
Remember that the ethical capability curriculum goes hand in hand with critical and creative thinking. You should look across to this curriculum and make sure that this learning is in place so that students can deploy those skills as they work with the knowledge gained from the ethical capability curriculum.

21. Curriculum by band Knowledge and skills to: F-2 3-4 5-6
approach ethical problems and evaluate outcomes
engage with ethical problems and an understand that personal feelings can effect decision-making and actions.
evaluate particular acts and
identify and critically respond to ethical problems
reflect on means and ends.
understand that particular acts and their outcomes can be valued differently by different people
extend their understanding of factors that may effect decision-making and actions.
evaluate the significance of ethical matters.
understand the basis of a range of ethical principles and reflect on means and ends.
understand decision-making approaches based on thinking about the consequences and duties.
understand that a range of factors play a role in ethical decision-making.
This is a good way to sum up the overview that we have just completed. It picks out the main understandings that students are working towards within each band.

22. Curriculum by band Knowledge and skills to: 7-8 9-10
understand the tensions related to ethical concepts and decision making.
understand two major ways to approach ethical deliberation – thinking about consequences and thinking about duties, including the extent of ethical obligation.
understand that ethical problems may not be resolved in a straightforward way.
analyse and evaluate ethical problems and their resolution
identify and manage contestability in ethical matters.
reflect on whether there are ethical concepts and principles common across people, groups and cultures.
Remember that the idea of the curriculum is to support analysis and evaluation of ethical issues.
Students are expected to engage with ethical issues across a range of other learning areas and this curriculum will support students to do this better.
Remember that the curriculum must be explicitly taught and assessed. There is a distinction between covering something and teaching it.
Students may be able to identify an ethical issue very well and this is of course necessary to get going. So you would be covering it but not teaching it as they already know how to do it. But there might be other gaps in their learning that is holding them back from doing a high quality response and this is where it will be necessary to explicitly teach ethical capability.
Content descriptions at different levels can be contextualised to suit the issue that is being studied, just as we briefly did with the convict and stealing example here.

23. Contact and resources
Curriculum Planning, Assessment and Reporting resources
Contact
Monica Bini
VCAA Curriculum Manager, Humanities
Phone:
The Victorian curriculum demands careful planning and there are resources available to you to assist with this.
This link will take you to three key resources:
Victorian Curriculum F-10: Revised curriculum planning and reporting guidelines
Curriculum Planning resource website link to a range of resources to support planning and documentation of the curriculum across or between year levels.
Curriculum mapping templates which drill down to the unit level, with templates to support learning here.
We will now turn to the web and then the planning tool and a specific issue in action but in the meantime, here are my details.
If you have questions please continue to type them in and I will do my best to answer them as we go.