1. Implementation of the Australian Curriculum in Victoria

2. National plans for implementation Victorian approach to implementation
Session outline
Current status
Background
National plans for implementation
Victorian approach to implementation
Victorian timeline for implementation
Introduction to AusVELS
Questions and discussion 2

3. Current status
December 2010 MCEECDYA : Foundation (F) to Year 10 Australian Curriculum In an historic decision Ministers today endorsed the content of the Australian Curriculum for English, mathematics, science and history. Ministers agreed to a number of steps towards achieving the next stage of substantial implementation of the Australian curriculum by 2013. 3

4. Current status
Content approved for publication
Establishing a national common approach to the achievement standards across all States and Territories, and trialling and validating that approach
Further refining and adjusting the curriculum content as a result of validating achievement standards and structured feedback from teachers

5. History of national curriculum
1989
Hobart Declaration
1993
Statements and profiles
1999
Adelaide Declaration
2006
Statements of learning
2007
Howard government Australian History curriculum
Rudd government commitment to national curriculum in English, Mathematics, Science and History
2008
Establishment of National Curriculum Board
NAPLAN
Melbourne Declaration
Commitment to eight learning areas, General capabilities, Cross-curriculum priorities
2009
Establishment of ACARA

6. History of Victorian curriculum
1985
Curriculum Frameworks
1993
National Statements and Profiles → CSF
1998
CSF II
2005
VELS

7. Development trajectory
Curriculum Frameworks specified learning areas, but then seen as too vague
CSF provided greater detail, but then perceived as too ‘big’
CSF II provided more specification, but then perceived as too atomised
VELS more holistic, less atomised
VELS reaffirmed importance of subject disciplines
Breakthrough in VELS the inclusion of forms of knowledge previously either implicit or not included in the school curriculum
Inclusion of both declarative and procedural forms of knowledge

8. National policy background
Promoting world-class curriculum and assessment
a solid foundation in skills and knowledge on which further learning and adult life can be built
deep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applications
general capabilities that underpin flexible and critical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise

9. What is the Australian Curriculum?
LEARNING AREAS/ SUBJECT DISCIPLINES
GENERAL CAPABILITIES
CROSS-CURRICULUM PRIORITIES
English
Mathematics
Science
Health and Physical Education
Languages
Humanities and Social Sciences (History, Geography, Civics and Citizenship, Business and Economics)
The Arts
Technologies (inc ICT)
Critical and creative thinking
Self-management, teamwork and social competence
Intercultural understanding
Ethical behaviour
Literacy
Numeracy
ICT
Aboriginal histories and cultures
Asia and Australia’s engagement with Asia
Sustainability

10. How is it being phased? Learning areas Timeline English Phase 1
Mathematics
Science
Humanities and social sciences
History
Geography
Economics, Business, Civics and Citizenship
Phase 2
Phase 3
The Arts
Languages
Health and PE
Technologies 10

11. F - 10
What does F mean?
F is the abbreviation for “Foundation” which is now the common agreed term used to refer to the first year of school for curriculum design purposes.
Schools in Victoria are not at this stage required to use the term in curriculum or other school documents.

12. AUSTRALIAN CURRICULUM
How is it structured?
AUSTRALIAN CURRICULUM
VELS
STRUCTURE
Year-by-year curriculum (11 year levels)
Year Level Descriptions
Content Descriptions in Strands (some aspects in two year bands)
with illustrative Elaborations
Achievement Standards
Prep and then two-year bands (6 levels)
Learning Focus statements
Standards in Dimensions
DESIGN
Learning areas
General capabilities - currently embedded (may be published as separate continua)
Cross-curriculum priorities (embedded)
Three strands:
Physical, personal and social learning
Discipline-based learning
Interdisciplinary learning

13. On-line format

14. Australian Curriculum
Early childhood
VEYLDF Outcomes
Australian Curriculum
Children have a strong sense of identity
Self management
Ethical behaviour
Children are connected with, and contribute to, their world
ICT
Teamwork
Intercultural understanding
History
Children have a strong sense of wellbeing
Social competence
Children are confident and involved learners
Critical and creative thinking
Subject-based disciplines
Children are effective communicators
English

15. Senior Secondary
The agreed curriculum for English, Mathematics, History and Science is for the curriculum F-10
First drafts of senior secondary courses in English, Mathematics, History and Science were developed 2010
Revised drafts following consultation to be published later in 2011
States and territories remain responsible for senior secondary assessment and certification
Possible introduction of national trade cadetships/Australian Baccalaureate
Further policy discussion at the national level
No change to senior secondary courses as a result of national curriculum before 2014

16. National context Queensland, Tasmania, SA, NT, ACT:
Will implement using a variety of timelines (staged year level or subjects)
WA:
Will implement, but only when all resources are available to support schools
NSW:
Will implement content of first four subjects within construct of the NSW Board of Studies prescribed curriculum

17. Victorian approach to implementation
Stage 1
Implement English, Mathematics, Science and History within current VELS structure (AusVELS)
Stage 2
Revised VELS structure to reflect full Australian Curriculum

18. Victorian timelines Phase 1
English, Mathematics, History and Science
Introductory professional development
‘opt-in’ trialling and validation
2011
Professional development
school-based planning and trialling
2012
Implementation of English, Maths, History and Science F - 10
2013
Implementation of English, Maths, History and Science Year 11
2014?
Implementation of English, Maths, History and Science Year 12
2015?

19. Indicative Victorian timelines Phase 2
Languages, The Arts, Geography
Professional development
school-based planning and trialling
2013
Implementation of Languages, The Arts, Geography
2014
Senior Secondary ?

20. Victorian timelines Phase 3
Health and Physical Education
Business, Economics, Civics and Citizenship
Technologies, including ICT
To be determined

21. Assessment and reporting timelines – government and Catholic sectors
No change
Use of new achievement standards
2013

22. Victorian approach
Continuity with/building on key aspects of VELS and common practice in many independent schools:
whole-school approaches to curriculum
responsiveness and innovation at school level within overall standards
developmental continuum
student centred
interdisciplinary skills
Commitment to implementation of Australian Curriculum as approved by all States and Territories

23. AusVELS Features of AusVELS:
a single, coherent curriculum framework and web portal for all Victorian schools and teachers;
a stable curriculum structure to incorporate further Australian Curriculum subjects (Geography, Languages, The Arts, Health and Physical Education, ICT and Design and Technology, and Business and Economics)
maintains leading features of Victorian approach to curriculum
enables inclusion of specific Victorian content/references in some curriculum areas (Mathematics/Science) and elaborations

24. Alternative curricula
Status quo in Victoria.
Current application processes for Victorian government schools through the regional and central offices will continue to apply.
Further advice about the process for the recognition of well–recognised alternative curriculum programs (includes International Baccalaureate, Montessori, Steiner, Cambridge) will be provided when finalised by ACARA.

25. Learning Areas
The structure of English, Mathematics, Science and History is set out in eleven levels.
The year level structure provides an indication of the content and achievement standards it is expected most students in particular year levels will cover, but more importantly it provides a map that defines key indicators of learning development and progress.
Schools and teachers continue to have the flexibility to enable students to progress at different rates through the ‘learning map’ provided by the curriculum.

26. Key content differences
Subjects
Key features
English
Strands (Literature, Language, Literacy) as well as modes (Reading, Writing, Speaking and Listening)
Mathematics
3 content strands + 4 proficiency strands
History
More specificity of content
Science
New nomenclature (‘Science as a Human Endeavour’) and some re-ordering of content

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

28. Cross curriculum priorities
The Australian Curriculum identifies three cross curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
These are not separate, perpetual areas of learning but rather illustrate how learning can be integrated across the subjects and general capabilities to enable students to engage with current issues in contemporary society.

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

30. Key issues for trialling and validation
Essential learning: has it been included?
Scope of content: too much?
Professional development and resources needed?

31. Assessment and reporting
Achievement Standards currently subject to process of validation
Very different models of assessment and reporting across Australia
Opportunity for Victoria to evaluate and reassess current assessment and reporting practices For example: Progression points? Necessary? If so, at what level of calibration?

32. Key issues: assessment of and for learning
Current structure for government and Catholic sectors:
Two year standards, semester progression points
Proposed Australian Curriculum structure:
Hybrid: two year standards, single year standards, no progression points
Questions:
What level of calibration is most useful for assessment of student achievement and reporting of student achievement?
Do these two purposes require different levels of calibration? If so, what?

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

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

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

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

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

38. Why this approach to implementation?
Commitment to personalised learning – importance of assessment based on a developmental continuum
Strong culture of school-based curriculum development in Victoria
Consistent with other initiatives
Student at the centre of curriculum planning
Value of interdisciplinary learning
Commitment to a curriculum framework that enables and supports innovative practice developed against common standards

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

40. Conclusion
Implementation of Australian Curriculum an opportunity to build on and extend current curriculum reform
Schools can use the implementation of Australian Curriculum for both incremental change and substantial curriculum renewal

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