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Working with the Australian Curriculum in our school

Working with the Australian Curriculum in our school. 1. Improving teacher quality and school leadership 2. Setting high standards and expectations 3. Boosting parental engagement 4 . Greater accountability and better directed resources

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Working with the Australian Curriculum in our school

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  1. Working with the Australian Curriculum in our school

  2. 1. Improving teacher quality and school leadership 2. Setting high standards and expectations 3. Boosting parental engagement 4. Greater accountability and better directed resources 5. Creating modern, world-class learning environments, including information and communication technologies 6. Raising attainment levels in low socio-economic status communities The Big Picture – National Reform Agenda

  3. • Goal 1 • Australian schooling promotes equity and excellence • Goal 2 • All young Australians become: • successful learners • confident and creative individuals • active and informed citizens • The COAG National Reform Agenda • the Australian Curriculum comes from this agenda

  4. Australian Curriculum (AC) Implementation DECD Performance Development Policy (2011) Professional Standards for Teachers and Principals (AITSL, 2011) Revised validation focus areas (DIAf)(2012–2014) Teaching for Effective Learning (TfEL) Framework National and local policy initiatives

  5. What does the implementationof the Australian Curriculum meanfor our school? An opportunity to build on current good practice and identify areas for sustainable improvement in relation to: Student learning Teacher growth and development Intentional and responsive learning design Reporting on student achievement and engagement Monitoring individual student growth and achievement Reviewing our curriculum and associated timetable structures

  6. The Australian Curriculum has 3 dimensions: 1. Learning areas:Content knowledge 2. General capabilities: literacy, numeracy, ICT, critical and creative thinking, personal and social competence, intercultural understanding, ethical behaviour 3. Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, Sustainability As well as Digital learning We can’t do the ‘what’ by ourselves!

  7. Realigning our school structures to: Bring the‘what’(Australian Curriculum)and the‘how’(TfEL) together By utilising the TfEL as the basis for professionaldialogue and practice Implications

  8. AND Shaping the new DECD Performance Development Policy to encourage and support: Critical cross-curricular / school collaboration – professionallearning communities Ongoing monitoring and review of student engagementand achievement at the classroom level Professional growth and development of teachers Effective monitoring of revised validation focus areas Implications (continued)

  9. Implementation of Australian Curriculum • Familiarisation • Short term outcomes • Medium term outcomes Improved classroom pedagogy and assessment TfEL Framework Improved professional capacity DECD Performance Development Policy Professional Standards for Teachers Ongoing monitoring and review School Validation Focus Areas (DIAf) In summaryHow does it all fit together? Intentional and responsive design Critically collaborative school culture Improved engagementand achievement of all students Sustainable support

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