Introducing the capabilities - PowerPoint Presentation

Slide1

Introducing the capabilities

Sharon Foster

Manager, Victorian Curriculum F-10Slide2

Agenda

Understanding the structure and intent of the capabilities in

the Victorian Curriculum F-10

How to plan using the curriculumFAQs Slide3

Victorian Curriculum – Design and Structure

Design and structure reaffirms:

the importance of discipline-based learning approach, where the disciplines are regarded as both enduring and dynamic

capabilities are a set of discrete knowledge and skills, not a statement of pedagogies and students benefit from explicit instruction

that knowledge and skills are transferrable across the curriculum and therefore are not duplicated.

http://

victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilitiesSlide4

Victorian Curriculum F–10 by 2017

Learning Areas

Capabilities

The Arts

Dance

Drama

Media Arts

Music

Visual Communication Design (7-10)

Visual Arts

English

Humanities

Civics and Citizenship

Economics and Business

Geography

History

Languages

Health and Physical Education

Mathematics

Science

Technologies

Design and Technologies

Digital Technologies *

Critical and creative thinking

Intercultural*

Ethical*

Personal and socialSlide5
Slide6

Progression of learning Slide7

Poll 1Slide8

Critical and Creative Thinking - Aims

Critical and creative thinking capability aims to ensure that students develop

:

understanding of thinking processes and an ability to manage and apply these intentionally

skills and learning dispositions that support logical, strategic, flexible and adventurous thinkingconfidence in evaluating thinking and thinking processes across a range of familiar and unfamiliar contexts.Slide9

Critical and Creative Thinking

Strands

Questions and Possibilities

Reasoning

Meta-Cognition

the nature of questioning and a range of processes and techniques to develop ideas

how to compose, analyse and evaluate arguments and reasoning

the use of strategies to understand, manage and reflect on thinking and learning processesSlide10

Key messages

Critical and creative thinking processes are fundamental to effective learning across the curriculum.

This Victorian Curriculum F-10 design

assumes that knowledge and skills are transferrable across the curriculum and therefore are not duplicated. For example, where skills and knowledge such as asking questions, evaluating evidence and drawing conclusions are defined in Critical and Creative Thinking, these are not duplicated in other learning areas such as History or Health and Physical Education. Slide11

http://australia.teachingandlearningtoolkit.net.au/toolkit/

Most effective strategiesSlide12

Key messages

Explicit teaching of and the application

of thinking skills enables students to develop an increasingly sophisticated understanding of the processes they can employ whenever they encounter both the familiar and unfamiliar, to break ineffective habits and build on successful ones, building a capacity to manage their thinking

.

Thinking that is productive, purposeful and intentional is at the centre of effective learning and the creation of new knowledge, with the progressive development of knowledge about thinking and the practice of using thinking strategies fostering students’ motivation for, and management of, their own

learning.Slide13

Ethical Capability - Aims

The Ethical Capability curriculum aims to develop knowledge, understandings and skills to enable students to

:

Analyse and evaluate ethical issues

, recognising areas of contestabilityIdentify the bases of ethical principles and ethical reasoning

Engage with the challenges of managing ethical decision making and action for individuals and groups

Cultivate open-mindedness and

reasonablenessSlide14

Ethical capability

Strands

Understanding Concepts

Decision Making and Actions

key concepts and ideas important to identifying ethical problems and their relative importance

concepts concerned with ethical outcomes, such as good, bad, right, wrong, just and unjust

concepts that have ethical significance such as tolerance, greed, freedom and courage

the nature and justifications of ethical principles

ways to respond to ethical problems

factors that influence ethical decision making and action

challenges in managing ethical decision making and actionSlide15

Personal and social capability Aims

The Personal and Social Capability curriculum aims to develop knowledge, understandings and skills to enable students to:

recognise, understand and evaluate the expression of emotions

demonstrate an awareness of their personal qualities and the factors that contribute to resilience

develop empathy for and understanding of others and recognise the importance of supporting diversity for a cohesive communityunderstand how relationships are developed and use interpersonal skills to establish and maintain respectful relationships

work effectively in teams and develop strategies to manage challenging situations constructively.Slide16

Strands

Self-Awareness and Management

Social Awareness and Management

the factors that influence their emotional responses. Students develop the knowledge and skills to regulate, manage and monitor their emotions

a realistic sense of their personal strengths and have a realistic assessment of their own achievements and a sense of self-knowledge and self-confidence.

personal characteristics and interpret their own emotional states, needs and perspectives.

skills to work independently and to show initiative, learning to be conscientious, delaying gratification and persevering in the face of setbacks and frustrations

recognising others’ feelings and knowing how and when to assist others

respect for and understand others’ perspectives, emotional states and needs

positive, safe and respectful relationships, defining and accepting individual and group roles and responsibilities

the role of advocacy in contemporary society and build their capacity to critique societal constructs and forms of discrimination

interacting effectively and respectfully with a range of adults and peers

negotiation, work in teams, positively contribute to groups and collaboratively make decisions; develop leadership skills, resolve conflict and reach positive outcomes

initiate and manage successful personal relationships

Sub-strands

Recognition and expression of emotions

Development of resilience

Appreciation of diversity and understanding of relationships

CollaborationSlide17

Curriculum connections

Learning

in Personal and Social capability is strongly connected to many other areas of the

curriculum, especially those that explore human relationships.

Health and Physical Education, in particular, enables students to develop knowledge of recognition of personal qualities, awareness of identity and establishment and maintenance of respectful relationships

Respectful relationships

A teaching and learning program for respectful relationships may include:

the importance of a range of social relationships, including within families, peer groups and the community

identifying and managing emotional responses in a range of contexts

developing knowledge and skills to promote safe and respectful relationships. Slide18

Intercultural capability - Aims

Intercultural capability aims to develop knowledge, understandings and skills to enable students to

:

demonstrate an awareness of and respect for cultural diversity within the community

reflect on how intercultural experiences influence attitudes, values and beliefsrecognise the importance of acceptance and appreciation of cultural diversity for a cohesive community.Slide19

Intercultural capability

Strands

Cultural Practices

Cultural Diversity

describing, observing and analysing characteristics of their own cultural identities and those of others

compare own knowledge and experiences with those of others

recognise commonalities, acknowledging differences between their lives and seek to understand and engage in critical reflection about such differences

reflect on the meaning of intercultural experiences is an essential element in intercultural learning

critical reflection to better understand the perspectives and actions of individuals and groups in specific situations and how these can be shaped by culture

the nature of cultural diversity

concept of respect, challenges and opportunities created by cultural diversity and the way in which cultural diversity shapes and contributes to social cohesionSlide20

Key messages

Intercultural capability fosters skills that assist students to negotiate across barriers that may arise from differences

.

Students

will examine, reflect on and challenge assumptions, stereotypes and prejudices and explore how intercultural experiences can influence and change attitudes and beliefs.Intercultural capability

is

strongly connected to those areas of learning concerned with people and their societies, relationships and

interactions.

Intercultural capability should

be read together with the

Personal and Social capability knowledge and skills related to empathy, openness, respect and conflict resolution

.Slide21

Placement of standards

http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/standards-and-levelsSlide22

Dealing with a new curriculum

Intercultural capability is a new

curriculum

Teachers

and students need to learn the terminology in the curriculum. It provides students with the vocabulary to describe their learningAs this is a new curriculum, older students may need to begin their learning at lower levels. This will provide the necessary scaffolding and ultimately support progression of learning Slide23

The importance of the glossary Slide24

How to implement the capabilities

The Victorian Curriculum F–10 includes capabilities, which are a set of discrete knowledge and skills that can and should be taught explicitly.

It is expected that the skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated by students in and through their learning across the curriculum.

Slide25

How and where to teach this?

Level 5-6

Content description Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures

Achievement standard (part of):

... students demonstrate an understanding how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.

Possibilities –

Where will it be:

introduced/developed

practised

deployed

demonstratedSlide26

Introduced/

developed

Practised

Deployed

Demonstrated

English

Maths

The Arts

History

Geography

Civics and Citizenship

Economics and Business

Languages

Health and Physical Education

Science

Digital Technologies

Design and Technologies

How and where to teach this?Slide27

Poll

Level 5-6

Content description

Explain

how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures

Achievement

standard (part of):

...

students demonstrate an understanding how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.Slide28

Deep familiarity to support curriculum planning

How deeply familiar are teachers with the terrain through which

learners are

progressing (the curriculum continuum)?

How are teaching and learning activities sequenced?

Is it explicit what is being looked for and valued as evidence of successful learning?

What feedback will be provided to students

and parents

in

forms that make clear

progress along the continuum? Slide29

Planning for progression in learning

Content description

Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures

What will you teach to progress the student’s learning?

Content description

Examine how various cultural groups are represented, by whom they are represented, and comment on the purpose and effect of these representations

Achievement standard

By the end of

Level 6

, students demonstrate an understanding how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.

What will the students be able to demonstrate

as they are progressing towards the standards?

Achievement standard

By the end of

Level 8,

students explain how cultural practices may change over time in a range of contexts. They understand how cultural groups can be represented, and comment on the effects of these representations.Slide30

Curriculum mapping

Why?

Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.

How?

Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.Slide31
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Step 2 – Analysing the findings

Prompts for the analysis process:

Are all content descriptions equal? Do you think they all take the same amount of time to teach?

Is anything being over taught?

Is anything being missed completely or given insufficient attention? Is there sufficient “time on task”? Are you allowing enough time to develop knowledge ,understanding and skills that are included in the curriculum and thus enable students to progress along the continuum?

Does the unit/sequence of lessons cater for a range of students abilities? Does the unit/sequence of lessons provide access and challenge for all students in the cohort?

Is it easier to teach in depth or more broadly?

Is there a logical sequence? Slide33

Whole-school curriculum planning

Is not the responsibility of

the

individual

teacher – it is a team effortRecognises that we are educating the whole child across many years of schooling - curriculum is designed as a continuum of learning

Without the “what” students should learn, pedagogy is a process without purpose

Deep familiarity with the curriculum is essential

http://

curriculumplanning.vcaa.vic.edu.au/home

Slide34

Four interrelated layers

By School

– a high-level summary of the coverage of all the curriculum areas, reflecting the school’s goals, vision and any particular areas of specialisation or innovation

By Curriculum Area – the sequencing of key knowledge and skills across the years of schooling to support a progression of learning

By Year Level

– a coherent program from a student perspective that enables effective connections across curriculum areas

By Unit / Lessons

– specifying Victorian Curriculum F–10 content descriptions and achievement standards, activities and resources to ensure students of all achievement levels are able to progressSlide35

Importance of curriculum planning

http://curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-toolSlide36

Curriculum planning considerations

Curriculum planning

can be based

on two-year

cycles rather than a yearly cycle. What are the implications for your school?Do you have an agreed approach to documentation?

What would be a realistic timeframe to prepare and review the relevant documentation?

Slide37

Sample templatesSlide38

FAQ

What is the relationship between the Personal and Social capability and the Intercultural capability?

What is the relationship between the Languages curriculum and the Intercultural capability?

Is the school environment important for effective

learning in personal and social capability and intercultural capability?

Are there recommendations about the “best” learning areas to use with particular capabilities?

How much time is needed to cover the capabilities?Slide39

Next steps

Slide40

Location / Contact details

VCAA

websites

Victorian

Curriculum F-10http://victoriancurriculum.vcaa.vic.edu.au

Victorian

Curriculum F-10

Resources and Support

http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/viccurr-resources.aspx

Curriculum

Planning Resources:

http://curriculumplanning.vcaa.vic.edu.au/home

Queries

Email: vcaa.f10.curriculum@edumail.vic.gov.au

Sharon Foster – 90321680

Email – foster.sharon.a@edumil.vic.gov.au