1. AN OVERVIEW

2. The South Australian Curriculum, Standards and Accountability Framework describes the curriculum Key Ideas and Learning Outcomes all learners can expect their education to be built on.

3. Curriculum is, and needs to continue to be, more than ever before, dynamic.

4. The increasingly varied and mobile profiles of the communities served by our schools and children’s services The changes in the drivers, patterns and opportunities in our economic structures The growth, accessibility and fluidity of knowledge and information

5. Our improved understandings of learning and learners The appearance of new patterns of exclusion and discrimination in society and education—the persistence of old prejudices and alienations The expansion of the daily possibilities for teaching and learning activities

6. The curriculum must have a strongly centred core—a framework that informs and guides educators’ professional decisions.

7. Characteristics of the SACSA Framework Birth to Year 12 One cohesive framework Encompassing a broad and balanced curriculum A framework, not the whole curriculum

8. Characteristics of the SACSA Framework continued Based on constructivist theories of learning Focus on outcomes For all learners and inclusive of all learners Refinement of the past while leading into the future

9. FEATURES OF THE FRAMEWORK

10. The SACSA Framework CURRICULUM SCOPE Key Ideas to be taught through the Learning Areas and interwoven with Essential Learnings, Equity Cross-curriculum Perspectives and Enterprise and Vocational Education. STANDARDS Developmental Learning Outcomes (Birth to Age 5) Curriculum Standards (Reception to Year 10) Year 12 Standards CURRICULUM ACCOUNTABILITY For the government sector this component of the Framework describes the system’s Curriculum Accountability requirements.

11. CURRICULUM BANDS Early Years Band (Birth–Age 3, Age 3–Age 5, R–Yr 2) Primary Years Band (Years 3, 4, 5) Middle Years Band (Years 6, 7, 8, 9) Senior Years Band (Years 10, 11, 12) The Curriculum Scope and Standards are organised in four Curriculum Bands, which are broad stages of learning within the birth to Year 12 continuum Introductions describe the key characteristics of learners and learning for each Band and the implications of these for the construction and delivery of curriculum

12. EARLY YEARS BAND— BIRTH to YEAR 2, with 3 phases: Children in the Early Years:  are active learners with diverse potentials and expectations  are rapidly growing, developing and changing in complex ways  are particularly dependent on adults for physical and emotional wellbeing in the first three years  are advantaged by reciprocal partnerships between educators and families  move from one to one attachments to small group, collaborative learning Continued  Birth to Age 3  Age 3 to Age 5  Reception to Year 2

13. EARLY YEARS BAND continued  are social learners who construct and review their understandings through: relationships, language based interactions, play, scaffolding and modelling  are motivated to learn through curiosity, imagination and creativity  learn in authentic, real-world situations  represent their understandings in a variety of ways  are developing and expressing autonomy, initiative and a sense of agency, mediating their learning environments  learn through physical activity and develop a complex variety of capabilities  use and enjoy repetition for practising and consolidating skills

14. PRIMARY YEARS BAND— YEAR 3 to YEAR 5 Primary Years learners: have high levels of energy and enjoy physical activity resulting in natural movement and noise in both class and play spaces are experiencing different kinds of friendships and exploring power dynamics are exploring the similarities and differences between being male and female are experimenting with identity and referencing themselves against peers are keen to extend their capabilities and self-expression are able to engage enthusiastically and expand their thinking in ways that are reflective and spontaneous.

15. MIDDLE YEARS BAND— YEAR 6 to YEAR 9 Middle Years learners are: experiencing adolescence and the accompanying emotional, physical and sexual changes learning to form, articulate and manage relationships keen to develop greater interdependence with their peers and independence in their lives questioning schooling and their engagement with schooling, reflecting on who they are, where they belong, what they value and where they’re going developing their own voice, often challenging the voices of their parents/caregivers, teachers and society aiming for a stronger sense of belonging through participation in wider adolescent cultures becoming aware that they can make changes for themselves and others.

16. SENIOR YEARS BAND— YEAR 10 to YEAR 12 Senior Years students: are generally 15 years of age and over, and include adults may be full- or part-time, local, interstate or international, continuing or re-entry students are dealing with issues related to lifestyles (eg youth subcultures; financial; a complexity of peer, family and other relationships; sexuality; or drugs) which may or may not be congruent with school values and expectations may or may not have developed and articulated goals for their future learning and employment pathways live with their parents/caregivers or independently, and experience differing levels of parental/caregiver influence and personal independence Continued

17. SENIOR YEARS BAND— YEAR 10 to YEAR 12 continued may be moving in and out of schooling to undertake traineeships, apprenticeships, work placements or other forms of educational and training provision may be in part-time employment or training bring a variety of social, economic and cultural backgrounds, interests, aspirations, capabilities and prior learning experiences are shaping and reshaping their lives and are forming and reviewing their personal values have complex lives, juggling their learning and living responsibilities as they face their future in an ever- changing world.

18. CURRICULUM SCOPE The Curriculum Scope and Standards interweave: Learning Areas Essential Learnings Equity Cross-curriculum Perspectives Vocational and Enterprise Education. Key Ideas and Learning Outcomes comprise the required elements of the SACSA Framework for all government schools and children’s services.

19. LEARNING AREAS These are constructions of knowledge or disciplines constructed by scholars, which have traditionally framed the curriculum. In the SACSA Framework the Learning Areas become more differentiated and specialised as learners move beyond the Early Years Band. Key Ideas comprise the fundamental concepts of a Learning Area (Birth–Age 5), or strand of a Learning Area (R–12) which are developed in complexity across the Bands.

20. Birth to Age 3 Learning Areas The psychosocial self The physical self The thinking and communicating self

21. Age 3 to Age 5 Learning Areas Self and social development Arts and creativity Communication and language Design and technology Diversity Health and physical development Understanding our world

22. Reception to Year 12 Learning Areas Arts Design and technology English Health and physical education Languages Mathematics Science Society and environment Religious education (for some non-government schools)

23. Reception to Year 12 Learning Areas Learning Areas from Reception to Year 12 are structured and organised through strands. These strands are the same for the Curriculum Scope as those used to frame the Curriculum Standards.

24. ESSENTIAL LEARNINGS— BIRTH to YEAR 12 Essential Learnings describe the values, dispositions, skills and understandings that are considered crucial in the education and development of all learners in our care. The development of these Learnings is an ongoing, lifelong process and occurs in every context of a learner’s life.

25. ESSENTIAL LEARNINGS— BIRTH to YEAR 12 continued Connect the curriculum from Birth to Year 12. Futures—develop the flexibility to respond to change, recognise connections with the past and conceive solutions for preferred futures Identity—develop a positive sense of self and group, accept individual and group responsibilities and respect individual and group differences Interdependence—work in harmony with others and for common purposes, within and across cultures Thinking—be independent and critical thinkers, with the ability to appraise information, make decisions, be innovative and devise creative solutions Communication—communicate powerfully using literacy, numeracy and information and communication technologies.

26. Futures Learners develop:  a sense of optimism about their ability to actively contribute to shaping preferred futures  capabilities to critically reflect on, plan and take action to shape preferred futures. This includes:  understanding patterns and connections within systems  understanding world views when analysing future challenges  building scenarios of preferred futures  demonstrating lifelong learning. What knowledge, skills and dispositions are required to maximise opportunities in creating preferred futures?

27. Identity Learners develop: a sense of personal and group identity capabilities to contribute to, critically reflect on, plan and take action to shape, relationships. This includes: understanding self, groups and others understanding the social construction of identities relating effectively to and collaborating with others regardless of their identities. What knowledge, skills and dispositions are required to critically understand self-identity, group-identity and relationships?

28. Interdependence Learners develop: a sense of being connected with their worlds capabilities to contribute to, critically reflect on, plan and take action to shape local and global communities. This includes: understanding cultural and global connections, patterns and evolutions understanding what is needed for sustainable social and physical environments acting cooperatively to achieve agreed outcomes taking civic action to benefit community. What knowledge, skills and dispositions are required to critically understand the systems to which lives are connected and to participate positively in shaping them?

29. Thinking Learners develop: a sense of the power of creativity, wisdom and enterprise capabilities to critically evaluate, plan and generate ideas and solutions. This includes: using a wide range of thinking modes drawing on thinking from a range of times and cultures demonstrating enterprising attributes initiating enterprising and creative solutions for contemporary issues. What knowledge, skills and dispositions are required to develop particular habits of mind, to create and innovate, and to generate solutions?

30. Communication Learners develop: a sense of the power and potential of literacy, numeracy and information and communication technologies capabilities to critically reflect on and shape the present and future through powerful uses of literacy, numeracy and information and communication technologies This includes: understanding the complexity and power of language and data and their pivotal role in communication understanding how communication works making effective use of language, mathematical and information and communication technology tools using communication in a range of modes to achieve identified outcomes. What knowledge, skills and dispositions are required to construct and deconstruct meaning, and to critically understand the power of communication and its technologies?

31. Literacy, numeracy and information and communication technologies  In the Essential Learning, Communication, the skills of literacy, numeracy and information and communication technologies are explicit and developmental throughout the Framework in all Learning Areas.  The Framework provides a basis for all educators to address these critical aspects of children’s and students’ education.  Links are made with the National Literacy and Numeracy Benchmarks and the Year 10 accreditation of Information and Communication Technologies Competencies.

32. Literacy Learners develop and use operational skills in literacy to understand, analyse, critically respond to and produce appropriate spoken, written, visual and multimedia communications in different contexts.

33. Numeracy Learners develop and use operational skills in numeracy to understand, analyse, critically respond to and use mathematics in different contexts. These understandings relate to measurement, spatial sense, patterns and algebra and data and number.

34. Information and communication technologies (ICT) Learners develop and use operational skills in information and communication technologies to critically design and construct texts, search for and sort information, and communicate with others.

35. Key Competencies Key Competencies are included explicitly throughout the Framework. KC1: collecting, analysing and organising information KC2: communicating ideas and information KC3: planning and organising activities KC4: working with others in teams KC5: using mathematical ideas and techniques KC6: solving problems KC7: using technology

36. EQUITY CROSS-CURRICULUM PERSPECTIVES The SACSA Framework maintains and extends South Australia’s reputation and tradition for inclusive curriculum and practice.

37. The educational entitlements of groups of learners  Aboriginal learners and Torres Strait Islander learners  Learners from linguistically and culturally diverse backgrounds  Learners who have English as their second language  Learners with disabilities or learning difficulties  Learners from low socio-economic backgrounds  Particular groups of girls and boys  Learners from an isolated or rural background

38. Equity perspectives are represented across the curriculum Aboriginal and Torres Strait Islander peoples' perspectives Multicultural perspectives Gender perspectives Socio-economic perspectives Disability perspectives Rural and isolated perspectives

39. Equity perspectives are represented across the curriculum Aboriginal and Torres Strait Islander peoples' perspectives which recognise that a cohesive and diverse society requires each child/student to develop a growing understanding and knowledge of Aboriginal and Torres Strait Islander peoples' heritage, experiences and issues—past, present and future—and to engage all learners in a process of furthering the aims of Reconciliation. Multicultural perspectives which recognise that Australia's cultural and linguistic diversity is a resource to be developed for the benefit of all individuals and the nation as a whole. Continued...

40. Gender perspectives which recognise that gender is a social construction organised upon unequal power relations which define and limit opportunities for girls and boys. Socio-economic perspectives which recognise that our society is structured upon an unequal distribution of wealth, and that this defines and shapes social, political and economic power. Disability perspectives which recognise that inclusive social and educational practices are necessary to ensure access and participation for all in our society. Rural and isolated perspectives which recognise that geographical location and other forms of isolation influence access and opportunities in various ways, and therefore are factors in shaping people’s world views. Equity perspectives continued

41. ENTERPRISE AND VOCATIONAL EDUCATION This focus reflects the national and state education, training, work and lifelong learning priorities made explicit in the National Goals of Schooling which states that students leaving school should have: “employment related skills, and an understanding of the work environment, career options and pathways as a foundation for, and positive attitudes towards, vocational education and training, further education, employment and lifelong learning…”. (MCEETYA 1999)

42. Vocational learning Key Competencies Enterprise education Career education Work-based learning Community-based learning Vocational learning provides key and important contexts for general education, and so is an entitlement of all learners from Birth to Year 12 explicitly interwoven in the SACSA Framework.

43. Vocational Education and Training (VET) In the school context this refers to nationally accredited and industry-specific entry level training programs which deliver competencies endorsed within the National Vocational Education and Training Framework and provide credentials within the Australian Qualifications Framework.

44. STANDARDS  Developmental Learning Outcomes (Birth–Age 5)  Curriculum Standards (R–10)  Year 12 Standards  High expectations of all learners  A common reference point for assessing and reporting on learners’ achievement  A basis for tracking learners’ progress over time and across different educational sites  Draw attention to particular aspects of performance which are significant along the continuum from birth to Year 12; progress is important rather than notions of ‘pass’ or ‘fail’

45. Developmental Learning Outcomes. Birth–Age 3 and Age 3–Age 5 Developmental Learning Outcomes describe the dimensions of learning and development towards which children make progress in the early years prior to school. The evidence related to each Developmental Learning Outcome suggests to educators the nature and qualities of the progress which they observe in their interactions with children.

46. Developmental Learning Outcomes relate to  Trust and confidence  A positive sense of self and a confident personal and group identity  A sense of being connected with others and their worlds  Intellectual inquisitiveness  A range of thinking skills  Effective communication in a range of contexts  A sense of physical wellbeing  A range of physical competencies

47. Curriculum Standards (R–10)  A standards-referenced approach to assessment and reporting  Educators reference students’ performance in relation to described levels of quality or standards expected at particular points of schooling  From Year 2 the Curriculum Standards are aligned with years of schooling: Towards the end of Year 2 Standard 1 Towards the end of Year 4 Standard 2 Towards the end of Year 6 Standard 3 Towards the end of Year 8 Standard 4 Towards the end of Year 10 Standard 5

48. Curriculum Standards continued Outcomes Describe what will be observed or inferred through a child’s or student's engagement with the Curriculum Scope. Examples of evidence Represent qualities which suggest the child or student has achieved the particular standard Annotated work samples Illustrate standard-setting performance, each accompanied by annotations which describe how the Outcomes and examples of evidence are reflected in the work sample.

49. Year 12 Standards Year 12 Standards represent the performance expected of students at the end of Year 12. They comprise the Essential Learnings capabilities demonstrated along with standards from externally developed curriculum. External curriculum is quality assured at Year 12 level by the accrediting authority under the Australian Qualifications Framework or equivalent.

50. CURRICULUM ACCOUNTABILITY provide a comprehensive account of the Developmental Learning Outcomes and Curriculum Standards achieved by learners explicitly account for the steps taken to improve Learning Outcomes. The professional responsibility of educators, site leaders and state office personnel to:

51. Key dimensions of Curriculum Accountability 1.Constructing a responsive curriculum, based on the SACSA Framework and on an understanding of the diversity of learners and their needs. 2.Providing ongoing feedback to learners, based on a range of assessment strategies. 3.Implementing intervention and support programs, based on analyses of learner achievement data. 4.Reporting to parents and caregivers and the community, the Learning Outcomes and Curriculum Standards achieved.

52. Curriculum is dynamic. During implementation we will continue to learn about: constructivist approaches to teaching and learning Essential Learnings connections across Learning Areas smoothing the transitions between Bands Standards.

53. The SACSA Framework is: contemporary uniquely South Australian universal.

54. QUESTIONS AND ANSWERS

55. How will learners benefit? The SACSA Framework places learners at the centre of the learning process. The experiences, expertise, interests and needs of all learners form the basis for constructing curriculum. The characteristics of learners within each Band, as well as the characteristics of groups of learners, are acknowledged by the use of appropriate teaching and learning methods. Continued

56. respond to change and plan for futures develop a positive sense of self and group work well with a variety of others be independent critical thinkers communicate powerfully. Continued How will learners benefit? continued... A cohesive curriculum framework, rather than isolated segments of content, will enable learners to develop values, skills, dispositions and understandings to:

57. How will learners benefit? continued... There are high expectations of all learners with the Standards providing common reference points for assessing and reporting learners’ achievement over time. Learners will: receive feedback about their learning be identified for support or specific intervention strategies participate in determining their learning programs.

58. a birth to Year 12 continuum which responds to the distinctive characteristics of learners and learning in each Curriculum Band Essential Learnings which are the understandings, dispositions and capabilities developed throughout life and to which all Learning Areas contribute Standards (Developmental Learning Outcomes, Curriculum Standards and Year 12 Standards) as reference points for monitoring, assessing and reporting learners’ achievement. Continued What’s new in the SACSA Framework? By building on the strengths of existing frameworks, educators’ current practice and current knowledge and worldwide trends in curriculum, the SACSA Framework explicitly captures for the first time:

59. constructivist approaches to teaching and learning which enable curriculum to be built on what learners already know and can do Equity Cross-curriculum Perspectives which provide a focus for inclusive teaching, learning and assessing Enterprise and Vocational Education across the curriculum literacy, numeracy and information and communication technologies developed in all Learning Areas. What’s new? continued... The following features are explicitly interwoven within the SACSA Framework:

60. What’s different about the SACSA Framework in relation to previous frameworks? For the first time ever South Australian educators will work from a curriculum designed as one framework birth to Year 12. There is coherence and cohesion across all Learning Areas within a Band and throughout the Framework as a whole. Duplication and overlap have been removed. These features make cross-referencing between Learning Areas easier, especially when educators are planning integrated programs. The Framework comprises two required components for all educators’ curriculum planning, assessment and reporting: Key Ideas and Outcomes. Continued

61. What’s different? continued... The language of the Framework speaks to educators as professionals while maintaining a clear, consistent and direct style. The quantity of material has been reduced in comparison to previous frameworks. There is consistency in the use of Key Ideas and illustrative material, Outcomes and examples of evidence. This makes the Framework more manageable for local curriculum planning. It enables educators to make local decisions about the curriculum detail that will meet local priorities and the needs of their learners. Continued

62. What’s different? continued... There are fewer R–12 Learning Area strands (28) than in the curriculum statements and profiles (37). There are no strand organisers. There are 5 Curriculum Standards in the SACSA Framework compared with 8 levels in the curriculum profiles. There are fewer Outcomes than in previous frameworks. In the Early Years there are 8 Developmental Learning Outcomes compared with 65 in the Foundation Areas of Learning. In the SACSA Framework there are 72 Outcomes per standard across all R–12 Learning Areas compared with 112 per level in the curriculum profiles. Continued

63. What’s different? continued... The General Introduction has been streamlined into 3 accessible parts—the vision for the SACSA Framework; a rationale for the new aspects of the Framework; and a practical guide to using the Framework. A clear description of constructivist approaches to teaching and learning is provided. The Band structure of the SACSA Framework will assist educators to consider in their curriculum planning the distinctive characteristics of learners and learning at particular stages of their education and care. Continued

64. What’s different? continued... The Learning Areas have been transformed through the interweaving of the Essential Learnings, Equity Cross- curriculum Perspectives and Enterprise and Vocational Education. This is the most innovative and forward- looking feature of the Framework. Its effect is to describe learning actively, inclusively and practically. It offers educators a new basis for developing programs and learning activities that will actively engage children and students in their learning.