Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12

Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

What the Eltis evaluation said “The inescapable conclusion … is that there is not a shared understanding of what teachers are required to do. It is especially the case that if we could give a clear delineation of what is mandatory for teachers to do by way of curriculum, assessment and reports, we would be doing schools a great service. ( ELTIS p 41) NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

What the Eltis evaluation said “Strongly stated guidelines from the Department about the essential elements of a report could help refocus teachers’ work as well as provide the benefits of a more standardised reporting framework across the State, reducing the level of inconsistency or replication. Comments made … responding to this evaluation make it clear that such a move would be very welcome.” ( ELTIS p 66) NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Responding to Eltis Two key themes:  Clarifying what’s expected of schools  Providing support across the system NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Federal legislation “… the agreement must include a commitment by the State to ensure that each government school in the State gives the parents, guardians or other persons who have care and control of each child attending the school student reports, relating to the child, that: (a) use plain language and are able to be readily understood by the parents, guardians or other persons who have care and control of the child; and (b) are timely and given at least twice in any program year; and (c) give an accurate and objective assessment of the child’s progress and achievement, including an assessment of the child’s achievement: (i) against national standards, if such standards are available; and (ii) relative to the performance of the child’s peer group at the school; and NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Federal legislation Federal legislation cont. (d) are confidential and deal with the child’s academic and non- academic learning; and (e) are followed by an opportunity for the child and the parents, guardians or other persons who have care and control of the child to meet with the child’s teachers to discuss all aspects of the report and for the school to give constructive advice about supporting the child’s further progress at school; and (f) meet any other requirements specified in the regulations. Support material shows more of the legislation NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Federal legislation – regulations 2.3 Student reports (2) For subregulation (1): (d) the student report must include, for subjects studied, an assessment against achievement levels or bands defined by the education authority or school, being levels or bands that: (i) must be labelled as A, B, C, D, E (or an equivalent); and (ii) should be clearly defined against specific learning standards; and (e) the student report must also include, for subjects studied, the child’s achievement relative to the achievement of the child’s peer group at the school by at least quartile bands. (4) A student report is taken to comply with subregulation (1) if it is prepared in compliance with any arrangements approved by the Minister for this subregulation. Support material shows more of the regulations NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Federal legislation – regulations Note well – In response to concerns about the requirement to publish quartile information on the student reports the Minister has decided that this will not occur. However, all schools will provide information on how a child’s performance compares with the performance of others in their school peer group on request from the child’s parent or carer. The information provided will show the number of students in the child’s peer group in the school achieving each of the levels “A” to “E” (or the equivalent word descriptors) on the performance scale. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Responding to Eltis Areas of activity:  Mandatory outcomes – Foundation Statements  Policy and guidelines on curriculum planning and programming, assessing and reporting to parents  Programming and assessing support  Reporting to parents support  Professional support program NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

The Board of Studies response – Foundation Statements The Board of Studies responded to the Eltis evaluation with a consultation on mandatory outcomes. As a result of the consultation the BoS decided that:  syllabus outcomes and content remain unchanged  Foundation Statements replace stage statements NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

The Board of Studies states that Foundation Statements: encompass, at a broad level, the nature and scope of learning for K - 6 do not add new content or concepts to the K–6 curriculum provide an answer to the question “what must be taught?” guide teachers in planning to meet the learning needs of all students provide a basis for assessing, reporting and discussing student progress Teachers continue to draw on detail of syllabuses using outcomes and content to enable students to develop knowledge, skills and understanding encompassed in Foundation Statements. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Policy 1.1 Curriculum planning and programming 1.1.1 Schools plan curriculum and develop teaching programs which are consistent with the Education Act and Board of Studies syllabuses and credentialing requirements. 1.1.2 Curriculum planning and teaching programs will meet the Policy Standards. 1.1.3 Teachers develop quality teaching programs that are appropriate for the stage of learning and which address the needs of all students. 1.1.4 Teaching programs will incorporate assessment as an integral component. 1.1.5 Teaching programs will indicate the outcomes being addressed, the teaching activities planned and the intended assessment strategies. Support material has a full copy of the policy and standards PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

eg Years K – 6 Learning programs, based on Board of Studies (BOS) syllabuses, are to be provided to address each learning area in each year of schooling. In providing curriculum, schools are to ensure that priority is given to English and Mathematics in all primary years especially in the early years. Schools have flexibility in how they deliver learning programs, for example through integrated programs, provided that: approximately 50% of time is allocated for English and Mathematics and 40 % of time for the other KLAs and sport as part of the 40% allocation, schools are to include two hours per week for planned physical activity, including in Years 3 – 6, a minimum of one hour for sport provision is made for Special Religious Education in each primary year, where authorised personnel from approved providers are available NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 Policy standards – Planning and programming

eg Years 7 – 10 Learning programs, based on Board of Studies syllabuses, are to be provided for each subject or course in each year of schooling. In providing this curriculum program, schools will meet the requirements of the Board of Studies for students to gain the School Certificate. The Department also sets additional requirements. The following summarises the combined BOS and Department minimum requirements for government schools when providing curriculum: 500 hours per subject for English, mathematics and science, over Years 7 – 10 400 hours for HSIE, including in Years 7 ‑ 8, 100 hours for geography and 100 hours for history and, in Years 9 ‑ 10, 100 hours for Australian history and 100 hours for Australian geography, Further requirements are listed on the policy website NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 Policy standards – Planning and programming

Eltis evaluation – Assessment and outcomes “The introduction of outcomes as a basis for assessment and reporting has required schools to consider the purpose of assessment as being not only to identify explicitly what students know (or can do), but also what they do not know (or cannot do) and what they need to know and, most importantly, need to do to improve.” ( ELTIS p 59) NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Policy 1.2 Assessing 1.2.1 Schools plan assessment so that : i.students can demonstrate achievement of outcomes for the relevant stage of learning ii.valid and reliable assessment strategies are used iii.the timing, frequency and nature of the assessment processes are time efficient and manageable for teachers and students. 1.2.2 Teachers plan assessment strategies when developing teaching programs and will also make additional assessment judgements in the course of teaching and learning. 1.2.3 Teachers use a variety of appropriate assessments for judging student achievement. 1.2.4 Teachers collect and record assessment information to: i.to guide ongoing teaching and learning ii.monitor and evaluate student progress iii.report achievement to parents and relevant authorities in accord with school requirements and Department policy. Support material has a full copy of the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

Schools are to undertake assessment to collect information about students’ learning. This will occur through both formal and informal activities. Assessment of student learning will be undertaken for all learners, including students: with disabilities enrolled in regular classes; enrolled in special classes or in special schools; accessing life skills outcomes and content in Years 7-10 or following life skills patterns of study in Years 11 and 12. Support material has a full copy of the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 Policy standards – Assessing

Eltis evaluation – Reporting “ Strongly stated guidelines from the Department about the essential elements of a report could help refocus teachers’ work as well as provide the benefits of a more standardised reporting framework across the State, reducing the level of inconsistency or replication. Comments made … responding to this evaluation make it clear that such a move would be very welcome.” ( ELTIS p 66) NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Policy 1.3 Reporting 1.3.1 Schools will provide parents/carers, throughout the school year, with formal and informal opportunities to receive information about and discuss their child’s learning. 1.3.2 The school’s procedures for reporting to parents will be (i) based on the Department’s policy (ii) time efficient and manageable and (iii) will be developed in consultation with parents/carers and teachers. 1.3.2 Schools will provide parents/cares with a written report on their child’s learning at least twice per year. The components of the written report will meet the Policy Standards. 1.3.4 Schools will provide information on how a child’s achievement compares with the child’s peer group at the school, on request from the child’s parents/carers. 1.3.5 Schools will disseminate to parents/carers the reports from state-wide testing programs and, as appropriate, will provide opportunity for discussion between teachers and parents/carers. Support material has a full copy of the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

The written report for each student will i. use plain language ii. provide information on a student’s learning in each of the key learning areas (KLAs) or subjects, as described in 3.1 iii. compare the student’s achievement against statewide syllabus 1 standards using a scale as defined in 3.2 iv. include teacher comments that identify areas of student strength and for further development v. have information about the student’s attendance at school vi. provide information about student achievement in relation to school programs that extend or are additional to syllabus requirements vii. provide information about the student’s social development and commitment to learning. Support material has a full copy of the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 Policy standards – Reporting

(iii) compare the student’s achievement against state-wide syllabus standards 1 … 1. Syllabus standards are described by the components of a syllabus. The components that contribute to teachers’ understandings of syllabus standards include objectives, stage or foundation statements, syllabus outcomes and syllabus content or indicators. Foundation statements (K- 6) and Stage statements (Years 7-10) encompass, at a broader level than syllabus outcomes, the nature and scope of learning in each stage. Support material has a full copy of the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 Policy standards – Reporting

3.2.2Years 1 – 10 Schools will use the following achievement scale to report to parents for students in Years 1 – 10. The achievement of students is to be assessed in relation to syllabus standards. A orOutstandingThe student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. B orHighThe student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. C orSoundThe student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. D or BasicThe student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills E or LimitedThe student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills Support material has a full copy of the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 Policy standards – Reporting

Reporting achievement of syllabus standards on the five point scale Each grade has a description of the scale of achievement against the syllabus standard. The syllabus describes ‘Sound’ achievement. Grades are awarded at each reporting period taking into account what would typically be expected [in relation to the statewide standard] at that point in the stage. There is no predetermined distribution (eg percentage) for the A to E grades (or the equivalent word descriptions). NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

Policy standards – Reporting 3.3Reporting to parents – comparing student achievement with the school cohort in each key learning area or subject in Years 1 -10 In response to requests from parents/carers schools are to provide information on how their child’s achievement compares with the performance of the student’s peer group. This information will take the form of the percentage of students receiving each grade, A-E, in the student’s school peer group. For Years 1 – 10, school reports, except for those referred to in 3.3.1 and 3.3.3, will include the following statement: You are encouraged to ask the school to provide you with written information that clearly shows your child’s achievement compared to his or her peer group at school. This information will show you the proportions or percentages of children in the group in each of the achievement levels from A to E. Schools will advise parents on the written report how the information can be accessed. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

Policy standards - reporting 3.3.1Schools where the peer group is less than five students are to negotiate with the school community in relation to providing data for comparison. The negotiation should ensure that the potential for publicly releasing information about individual students is avoided. 3.3.2For students who are newly arrived in Australian schools (up to twelve months) and for students in IECs and the IEHS, schools are to provide parents with information about their child’s achievement in relation to other students who are at the same level of English language development. 3.3.3Students for whom learning adjustments* have been made Where these students are reported with ‘personalised learning needs’, they are not included in the school group numbers for each A-E grade (or the equivalent word descriptors). * See definition in policy standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

Examples of support – planning and programming Curriculum planning and programming framework provides three levels of support: Level 1: A curriculum planning framework of connected outcomes groups organises outcomes from four KLAs connected by a common focus. Level 2: Descriptions of the connected outcome groups which explain the connection for each KLA in the group, identifies relevant syllabus content and lists or links to readily-available resources. Level 3: Units of work, one for each connected outcome group, translate the framework into programming support. The units of work contain teaching and learning activities with literacy and numeracy links included, and planned assessment. Support material outlines possible uses of framework material NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Curriculum planning and programming framework K-6 – is being developed to assist schools in managing the curriculum program for the six key learning areas across the stages of primary schooling Examples of support – planning and programming

Examples of support – reporting to parents NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Examples of support – reporting to parents Report comment starters using plain language – have been developed to assist teachers’ own personalised comments about student achievement, progress and further development. The full set of material is available on the wensite. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Professional support program Implementation support provided to schools, through regions, to help them meet the new requirements of the planning, programming, assessing and reporting to parents policy. Three phases: Phase 1 ( end Term 3 – early Term 4) Workshop with Regional personnel to develop shared understanding about requirements and support strategies Phase 2 ( beginning Term 4 ) Workshops with school teams to brief them on new requirements and commence planning for implementation Phase 3 ( 2006 and beyond ) Professional development opportunities for school staff on planning, assessment and reporting processes with particular emphasis on developing consistency in judgements about student achievement. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Examples of support – professional program Evaluative and planning matrix – has been developed to assist schools in identifying priority areas Support material has masters.

Examples of support – professional program  Planning grids

Examples of support – professional program Guided discussion using the A-E or the equivalent word description scale – is designed to assist teachers to reflect upon current practice in assessing and making judgements about student achievement. Support material has masters NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12

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Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12

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