W Title of Presentation NT Board of Studies Australian Curriculum Monitoring and Evaluating Key Findings - 2014 Effectiveness of

WTitle of Presentation

NT Board of Studies www.education.nt.gov.au

Australian CurriculumMonitoring and Evaluating

Key Findings - 2014

Effectiveness of the Curriculum

Implementation of the

Curriculum

DEPARTMENT OF EDUCATION www.education.nt.gov.au

The feedback

About the whole of the AC

Relationship between the parts

Primary Perspectives

Catering for Diversity

About the parts of the AC

Learning Areas

General Capabilities

Cross-curriculum Priorities

About Implementation

Sources & modes of access

Extent of implementation

Familiarisation activities

Nature of support materials


The Process

15 May – 13 June,

2014

Face-to-Face Workshops

AC Feedback

Team

Catholic, Christian,

Independent & Govt. Schools

Interviews & Video

Conferencing

Primary & Secondary

School based &

office based

Online Survey

Northern &

Southern Regions

95 participants

Cross Sector

Working Group


The Participants

95 Participants (3%)

57 School based 33 Office based

5 ‘Other’

13 Alice Springs3 Arnhem53 Darwin

15 Katherine8 Palmerston

3 Rural

20 Catholic1 Christian

71 Government2 Independent

1 ‘Other’

1 Classroom support

60 Teachers 1 Pre-service

teacher 22 School

leaders


The FindingsPo

sitive

Cons

isten

cy o

f st

anda

rds

Desig

n, st

ruct

ure

& la

yout

Rigo

rous

cont

ent

Onlin

e fle

xibili

tyDe

velo

pmen

tally

ap

prop

riate

Rela

tions

hip

betw

een

the

part

sDi

vers

ity

com

pone

nts

Most participants contributed from an overwhelming position of support

for the Australian Curriculum


The FindingsNe

gativ

eTo

o m

any

subj

ects

Too

man

y st

rand

s

Too

man

y su

b st

rand

s

Elab

orati

on

inco

nsist

ency

Impa

cts o

n sc

hool

st

ruct

ures

Impa

cts o

n sc

hool

pr

oces

ses

Impa

cts o

n sc

hool

pr

actic

es

Impa

cts o

n re

porti

ngTi

me

requ

ired

for

EAL/

D le

arne

rs to

lear

n th

e la

ngua

ge

& co

nten

t

74% of the online participants stated they were concerned about

the ‘amount’ of curriculum“Content Overload”

Most participants expressed concern about the impact of the AC

on EAL/D learners


The Suggestions

Content

• Highlight ‘core’ content to allow for deeper inquiry• Include of EAL/D descriptors in the body of the curriculum as elaborations• Develop common year level achievement standards for learning areas with multiple subjects P – 6• Add entry / exit points in the General Capabilities for those students who do not progress at a ‘typical rate’

Connectio

ns

• Emphasise knowledge and skills tested through national assessment programs• Insert integration links across Learning Areas

Resources

• Provide greater range of exemplars and student work samples especially for EAL/D & Disabilities• Develop a continuum of big ideas and common skill sets for The Arts, Humanities and Technologies


The Findings

In general terms, the Feedback Team noted that the responses received demonstrated genuine

commitment to making the Australian Curriculum work for their students and their schools.

While the comments and discussions often identified areas for improvement in the curriculum,

particularly as relates to implementation, most have contributed from a position of support for the

Australian Curriculum.


The FindingsAc

cess

the

AC

• Most – ACARA / AC

• Many – DoE & Professional organisations / associations

• Few –Downloaded or printed documents

Impl

emen

ting • Most – Maths,

Eng, History, Science

• Some – Geography

• Few – HPE, Arts, CCE, Eco & Bus, Tech

Prof

essi

onal

Gro

wth • Most –

Curriculum planning @ school, class & student levels

• Many – Assessment design & judgements

• Many – baseline assessments to monitor progress

Conc

erns • Most – Impact

of standards based continuum on A – E Scale

• Most – Volume of content

• Many – Getting EAD/L students through the curriculum

• Many – Using the AC with multi-level classes


The Findings

Awareness•What is it?

• I am not concerned

Information•How does it work?

• I would like to know more about the AC

Personal•How does the AC impact me?

•What’s my plan to do it?

•How does using the AC affect me?

Management•How can I master the skills and fit it all in?

• I seem to be spending all of my time getting materials ready

Consequence• Is this worth it?• Is it working?

•How is my use of the AC affecting students? How can I refine it to have more impact?

Collaboration•It’s working fine but how do others do it?

•How can I relate what I am doing to what others are doing?

Refocusing• Is there anything else that’s better?

• I have some ideas about something that could work even better?

Awareness

Task

Impact


SuggestionsKeep Try Change

Australian Curriculum Feedback - Have Your Say project

Online survey mode Demographic questions NTBOS categories for feedback:

o Sources / mode for information

o Extent of implementationo Professional learningo Support materials

A to E data as a source of feedback

Separate online survey for primary, middle and senior schools to allow for greater spread of responses

Target Senior Staff in schools to lead the collection of feedback at their school (Assistant Principals, Senior Teachers, Highly Accomplished Teachers)

An expert consultant working with a cross sector working party, to design feedback instruments and processes, as well as to support the Feedback Team with the analysis and reporting of the feedback data

Use 1:1 interview techniques rather than F2F workshops to seek input from selected Principals from across the sectors

Data collection could be embedded in school staff meetings / faculty meetings to allow for school wide discussions and a greater number of responses

Highlight and report the value of this process to schools.

Use recognised survey techniques / structures to allow for feedback items and responses to be easily coded into meaningful categories i.e. Concerns Based Adoption Model:o Stages of Concern Surveyo Levels of Use Interviewo Other?

Move the NT feedback program into Term 1 of each year, to avoid the reporting season and extra-curricular programs that run during Term 2

Analyse system student achievement A-E data


Thoughts?

Documents

W Title of Presentation NT Board of Studies Australian Curriculum Monitoring and Evaluating Key Findings - 2014 Effectiveness of