Forrest Primary School

CURRICULUM

The ACT Department of Education and Training is in the process of a curriculum renewal outlined in documents entitled “Every Chance to Learn”. Forrest Primary School is in the process of aligning our curriculum with this revised curriculum framework. Elements central to development of this framework are the definition of curriculum, the educational purpose of curriculum and the essential learning achievements (ELA’s) as described in the following extracts.

Definition of curriculum

Curriculum is all learning planned, guided and implemented by the school.

‘Curriculum’ is used in the ACT to encompass all learning that is planned, guided and implemented in the school. The alignment of these elements creates the best opportunities for maximising student learning achievement. In its entirety, curriculum develops the whole child – intellectually, physically, socially, emotionally, morally and spiritually.

All learning that is planned

Curriculum involves planning strategically for student learning and documenting those plans. Schools need to plan the intended curriculum – what it is they want students to know, understand, value and be able to do, and how and when they plan to provide opportunities for students to achieve those intended outcomes. This will involve schools making decisions about intended learning outcomes, content, pedagogy and assessment and planning for these aspects at the school, year and/or classroom levels.

All learning that is guided

Curriculum involves thinking consciously about all those aspects of the school and classroom environments and structures that can influence learning, and ensuring those aspects guide and enhance student learning. Schools need to plan for the guided curriculum – they need to make decisions about aspects such as school goals, values, policies, practices, curriculum organisation and timetabling in ways that maximise the opportunities for student learning and achievement. Teachers need to look at ways they encourage and model positive relationships and interactions and put into practice the school’s goals, values, policies and practices.

All learning that is implemented

Curriculum is more than the documentation of plans for student learning. It includes ‘what teachers actually do’ – the ongoing decision-making and responding to students’ needs and ‘teaching moments’ in a dynamic teaching and learning environment. It also includes what students actually know, understand, value and are able to do as a result of the delivered and assessed curriculum – ‘the learning actually achieved’ through the implementation of teaching plans.

Educational purpose of curriculum

The purpose of curriculum is to develop each student as a learner, person, community member and contributor to society.

Student learning and development are at the centre of a school’s curriculum. The aim of curriculum is to develop students as learners and as people, empowering them with the knowledge, understandings, capabilities and values to participate as active members of their community and society.

The purpose statement guides curriculum decisions by schools. It provides a common goal and language for ACT schools, teachers, parents and students. All areas of a school’s curriculum should contribute to achieving this common goal for each student, in partnership with parents and the community.

The purpose of the curriculum is to develop each student…

…as a learner

The core business that distinguishes school as a social institution is the development of children and young people as learners. Curriculum develops the understandings, skills and attitudes for lifelong learning that are vital to the success of students in school, further education and training, and in the workplace.

…as a person

Curriculum provides the foundation for each student’s intellectual, physical, social, emotional, moral and spiritual development, enabling them to discover and develop their capabilities and talents through a balanced education of the whole person.

…as a community member

Curriculum prepares students with the knowledge, understandings, skills and values to be active, informed citizens and to participate in the social and economic life of the community.

…and as a contributor to society

Curriculum develops students as critical thinkers, problem-solvers and innovators. It supports students to apply their knowledge and skills to their experiences beyond school and to contribute to the local, national and global society.

Essential Learning Achievements

The ACT curriculum framework identifies the learning that is essential for students as they progress from preschool to year 10 through twenty-six Essential Learning Achievements. Essential Learning Achievements are statements of what is essential for ACT students to know, understand, value and be able to do from preschool to year 10.

The Essential Learning Achievements in the framework

The Essential Learning Achievements that make up the curriculum framework are listed below.

The student uses a range of strategies to think and learn.
The student understands and applies the inquiry process.
The student makes considered decisions.
The student acts with integrity and regard for others.
The student contributes to group effectiveness.
The student uses Information and Communication Technologies effectively.
The student reads effectively.
The student writes effectively.
The student critically interprets and constructs texts.
The student speaks with purpose and effect.
The student understands and values human diversity.
The student understands and applies number.
The student chooses and uses measures.
The student recognises and represents patterns and relationships.
The student takes action to promote health and well-being.
The student is physically skilled and active.
The student manages self and relationships.
The student understands and applies scientific knowledge.
The student acts for an environmentally sustainable future.
The student understands about Australia and Australians.
The student understands and values what it means to be a citizen within a democracy.
The student understands world events and issues.
The student makes informed choices about money and finance.
The student designs, makes and appraises using technology.
The student creates artistic works.
The student understands and values artistic works.

These twenty-six Essential Learning Achievements have been identified and developed through a rigorous process of research and consultation since 2004. They have also been informed by the National Consistency in Curriculum Outcomes Project, which resulted in Statements of Learning in English, mathematics, science, civics and citizenship and Information Communication Technologies (ICT). It is a requirement of the Australian Government’s School Assistance Act, 2004 and associated regulations that all states and territories incorporate the national statements in their curriculum frameworks by 1 January 2008.

Whole school curriculum planning

Essential Learning Achievements to Key Learning Areas

Modify existing curriculum

Map ELAs to the KLAs

Evaluate organisers to ensure all 26 ELAs are incorporated.

Task 2: Whole school curriculum planning

Develop a scope and sequence of learning for at least one KLA or other curriculum organiser in at least one band of development.

Modify existing curriculum

Develop new curriculum

Map essential content from relevant ELAs to the existing scope of at least one KLA or other curriculum organiser.

Incorporate essential content not already included and check that all essential content is now included in the scope for the KLA or other organiser.

Evaluate whether existing other learning currently included in the scope for the KLA or other organiser is worthwhile. Decide whether to include additional worthwhile learning in the scope for the KLA or other organiser.

Check and adjust the sequence of learning for the KLA or other curriculum organiser, including essential and worthwhile content, across each year level in the relevant bands of development.

Construct a scope of learning for at least one KLA or other curriculum organiser using essential content from relevant ELAs.

Decide whether to include additional worthwhile learning in the scope for the KLA or other organiser.

Construct a sequence of learning for the KLA or other curriculum organiser, including essential and worthwhile content, across each year level in the relevant bands of development.

Optional Task 3: Classroom curriculum planning

Note: This task is optional for trial schools.

Modify or create units of work or teaching programs under at least one KLA or other curriculum organiser in the whole school curriculum plan for at least one band of development.

Modify existing units of work/programs

Create new units of work/programs

Modify existing units of work to strengthen emphases on particular ELAs.

Identify where relevant ELAs are the explicit learning focus and/or implicit within existing units of work.

Identify students’ prior knowledge, understandings, values and skills.

Identify intended learning outcomes – what students will know, understand value and be able to do at the end of the unit – to help them progress to achieving the ELA markers of progress.

Identify learning goals for individual students who have Individual Learning Plans.

Identify and sequence essential and worthwhile content for the unit.

Plan pedagogy to support all students to engage with the content and achieve the intended learning outcomes for the unit.

Plan assessment practices that will allow students to demonstrate achievement of the intended learning outcomes.

Plan new units of work using particular ELAs as the starting point.