Australian Curriculum review discussion prompts ...



Australian Curriculum review discussion prompts: Evaluating the learning areasThe following questions are to prompt discussion in response to the proposed changes to the Australian Curriculum. Each prompt is aligned to a question included in the ACARA survey and provides opportunity to capture detailed feedback on the different elements of the proposed curriculum. Prompt questions precede ACARA’s survey questions. Feedback can be gathered on all or some of the discussion prompts. This feedback can be used to inform a response to the ACARA survey.Learning area and/or band/year levelIntroductory sectionsPrompt questions & ACARA survey questionsFeedbackRationaleDoes the rationale clearly articulate the importance of the learning area/subject? If any, what recommendations would you make?The rationale is clear about the importance of the learning area/subject.AimsDo the aims clearly articulate the major learning of the learning area/subject?If any, what recommendations would you make?The aims identify the major learning that students will anisational structureStrandsSub-strandsCore conceptsDo the strand names categorise the content appropriately?If any, what recommendations would you make?Is the content within the strands captured by the strand titles?If any, what recommendations would you make?Are the sub-strands an essential organisational structure for the learning area/subject?If any, what recommendations would you make?Is the content within the sub-strands captured by the substrand title/s?If any, what recommendations would you make?Do the core concepts articulate what is important in the learning area/subject?If any, what recommendations would you make?Are the core concepts sufficiently visible within the content of the learning area?If any, what recommendations would you make?The strands and sub-strands provide a coherent organisational structure.The strands/sub-strands and core concepts are clear about what is important in the learning area/subject.Key connectionsDo the key connections identify the most relevant general capabilities?Is there any description that you would remove/add?The key connections section identifies the most relevant general capabilities.Do the key connections identify the most relevant cross-curriculum priorities?If any, what recommendations would you make?The key connections section identifies the most relevant cross-curriculum priorities.Is an appropriate connection made to other learning areas within the key connections? (You might seek input from other learning area specialists.)If any, what recommendations would you make?Do the key connections provide useful information for planning teaching and learning within the learning area and across learning areas?If any, what recommendations would you make?The key connections section identifies the key opportunities to connect with other learning areas.The key considerations section provides important information for planning teaching and learning.Curriculum elementsPrompt questions & ACARA survey questionsFeedbackYear-/band-level descriptionsDo the descriptions clearly articulate an age-appropriate overview of the learning that students should experience at the year/band level?If any, what recommendations would you make?The year-/band-level descriptions provide a clear overview of the learning that students should experience at the year/band level.Achievement standardsDo the achievement standards clearly describe the expected quality of student performance they should typically demonstrate by the end of the year/band?If any, what recommendations would you make?The achievement standards clearly describe the expected quality of learning students should typically demonstrate by the end of the year/band.Is the cognitive demand in the achievement standards age-appropriate?If any, what recommendations would you make?Does the scope and sequence demonstrate a conceptual and/or cognitive developmental progression across the years (F–10, F–6 or 7–10)?If any, where do issues exist and what recommendations would you make?The achievement standards from F–10, F–6 or 7–10 adequately reflect a clear developmental progression.Is there clear alignment between the achievement standards and the content descriptions?If any, where do issues exist and what recommendations would you make?Does the cognitive demand of the achievement standard align to the related content descriptions?If any, what issues exist and what recommendations would you make?The learning described in the achievement standard aligns with the essential content students should be taught.Content descriptionsDo the content descriptions specify the essential knowledge, understanding and skills that should be learnt?If any, what recommendations would you make?Is the cognitive demand in the content descriptions age-appropriate?If any, what recommendations would you make?The content descriptions specify the essential knowledge, understanding and skills that should be learned.Do the content descriptions clearly articulate what teachers should teach?If any, what amendments to content descriptions would you make? (Refer to specific content description codes.)Are the content descriptions accessible to a range of teachers with varying levels of experience?If any, what recommendations would you make?The content descriptions make it clear to teachers what should be taught.To what degree do you believe there be will the opportunity to teach the learning area content in depth in the time allocations in your school or suggested time allocations from the sector?If any, what recommendations would you make?The amount of content can be covered in each year/band. What content should be removed or what revisions are needed to make the content more manageable?Content elaborationsDo the content elaborations represent the teaching and learning that could happen in a classroom? If any, what recommendations would you make?Are the content elaborations authentic and relevant for a range of teachers, including early career and experienced?If any, what recommendations would you make?Are the content elaborations authentic and relevant for teachers in a range of contexts?If any, what recommendations would you make?The content elaborations provide useful illustrations and recommendations on how to plan and teach the content.Do the content elaborations provide authentic and attainable contexts that support teachers to meaningfully integrate the general capabilities and cross-curriculum priorities?If any, what recommendations would you make?The content elaborations provide a range of contexts that support teachers to meaningfully integrate the general capabilities and cross-curriculum priorities.Overall feedbackPrompt questions & ACARA survey questionsFeedbackOverall feedback — introductory sectionsIf any, what changes would you make for the introductory sections (rationale, aims, organisational structure, key connections)? The introductory sections provide important information about the learning area/subject.Overall feedback — curriculum elements Overall, has the curriculum content been refined, realigned and decluttered?Are the revised content descriptions clearer and less ambiguous than the current ones?Are the revised achievement standards clearer and less ambiguous than the current ones?Are the revised content descriptions more aligned to the achievement standards than the current ones? Do the revisions to the content provide a more appropriate amount of content for the time allocations in your school than the current ones? The quality of content descriptions has been improved.The quality of achievement standards has been improved.The quality of content elaborations has been improved.Curriculum content has been refined, realigned and decluttered.Overall feedback Are the proposed revisions an improvement in the learning area/subject?What aspects of the revised curriculum have improved?What aspects of the revised curriculum need further improvement?The revised Australian Curriculum in the learning area/subject is an improvement on the current version. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download