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Lecture 2 2024 - Lecture Notes

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Lecture 2 2024 - Lecture Notes

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sydney.midgley
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© © All Rights Reserved
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LECTURE 2, 2024

EDUC2111
FOUNDATIONAL
TEACHING SKILLS
Reflection is ……………….
REFLECTION

• WHEN DURING THE PAST


WEEK DID YOU HAVE TO
REFLECT????
• HOW ?
• WHY?
• HTTPS://WWW.SLIDESHARE.NET/CELCIUS233/REFLECTIVE-PRACTICE-27714069
LEARNING FOCUS TODAY
• EXPLAIN THE KEY FEATURES OF THE AUSTRALIAN CURRICULUM
• DISCUSS THE RELATIONSHIP BETWEEN SCSA AND ACARA
• EXPLORE HOW WE USE THE VARIOUS CURRICULUM
DOCUMENTS TO INFORM OUR TEACHING AND LEARNING
PLANS

• READINGS
• R KILLEN, R. (2014) CHAPTER 1: THE AUSTRALIAN CURRICULUM
FRAMEWORK
I WONDER…

• WHY WAS THE AUSTRALIAN CURRICULUM DEVELOPED?


• WHO DEVELOPED IT?

Refer to pages 3–4 of text.


ALICE SPRINGS (MPARNTWE) EDUCATION
DECLARATION ( DEC 2019)
EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS DELIVERED THROUGH OUR AUSTRALIAN
CURRICULUM:

• GOAL 1 – THE • GOAL 2 – ALL YOUNG


AUSTRALIAN EDUCATION AUSTRALIANS BECOME :
SYSTEM PROMOTES • CONFIDENT AND CREATIVE
EXCELLENCE AND EQUITY INDIVIDUALS

• SUCCESSFUL LIFELONG LEARNERS

• ACTIVE AND INFORMED MEMBERS


OF THE COMMUNITY

Alice Springs Declaration is on BB – Week


2 Lecture Folder
Content-based – identify the content
Experience-based – identify the learning
BASIC experience
APPROACHES Outcomes-based – content chosen after the
outcomes identified
TO
CURRICULUM
What are the essential differences?
DESIGN
How do these differences influence what teachers
do in the classroom?

Refer to pages 2–3 of text.


All students can learn and succeed, but
not all in the same time or in the same
way.
THE BASIC
PREMISES OF Successful learning promotes even more
OUTCOMES- successful learning.
BASED
EDUCATION
(OBE) ARE :
Schools (and teachers) control many of
the conditions that determine whether
students are successful at school
learning.
3 DIMENSIONAL
CURRICULUM

• 8 LEARNING AREAS
• 7 GENERAL CAPABILITIES
• 3 CROSS CURRICULUM
PRIORITIES
THE STRUCTURE OF THE
AUSTRALIAN CURRICULUM
Cross-curriculum
priorities

General
capabilities
Learning areas
THE THREE DIMENSIONS OF THE
AUSTRALIAN CURRICULUM
KEY SECTIONS OF THE
AUSTRALIAN CURRICULUM
(IN EACH LEARNING AREA)

• RATIONALE • STUDENT DIVERSITY


• AIM • GLOSSARY
• CONTENT STRUCTURE • GENERAL CAPABILITY
STATEMENTS
• CONTENT DESCRIPTIONS
• CROSS-CURRICULUM
• ACHIEVEMENT STANDARDS
PRIORITIES
Refer to page 6 of text.
THE RATIONALE:

• EXPLAINS THE PLACE AND PURPOSE OF THE LEARNING AREA IN THE


SCHOOL CURRICULUM
• ANSWERS THE QUESTION:
• WHY ARE STUDENTS REQUIRED TO STUDY THIS SUBJECT AT SCHOOL?

Refer to page 6 of text.


THE AIMS:

• IDENTIFY THE LEARNING THAT STUDENTS SHOULD BE ABLE TO


DEMONSTRATE AS A RESULT OF STUDYING THAT LEARNING AREA.

Refer to page 6 of text.


THE CONTENT STRUCTURE:

• OUTLINES HOW THE CURRICULUM IS ORGANISED ACROSS THE YEARS


OF SCHOOLING
• GIVES A SPECIFIC FOCUS FOR THE CURRICULUM IN EACH YEAR
• IDENTIFIES THE STRANDS AND SUB-STRANDS IN THE CONTENT
• EXPLAINS HOW CROSS-CURRICULUM PRIORITIES AND GENERAL
CAPABILITIES ARE DEVELOPED IN THE LEARNING AREA.

Refer to page 6 of text.


THE CONTENT DESCRIPTORS:

specify what teachers are expected to teach and


what students are expected to learn

are generally expressed as knowledge,


understanding, skills and processes.

give us elaborations.

Refer to page 6 of text.


THE ACHIEVEMENT STANDARDS:
provide guidelines for assessment of student
learning

describe the quality of learning that students should


demonstrate in each year of their schooling

are explained with the use of annotated work


samples.

Refer to page 6 of text.


THE RELATIONSHIP BETWEEN THE
CONTENT DESCRIPTIONS AND
ACHIEVEMENT STANDARDS

Content Descriptors – don’t really


demonstrate progression of learning

Achievement standards –show progression


of learning

Refer to page 14 of the


text
THE GLOSSARY:

• DEFINES KEY TERMS USED IN THE CURRICULUM.


THE GENERAL CAPABILITIES

• LITERACY GTPA
• NUMERACY
• INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COMPETENCE

• CRITICAL AND CREATIVE THINKING


• ETHICAL BEHAVIOUR
• PERSONAL AND SOCIAL CAPABILITY
• INTERCULTURAL UNDERSTANDING
Refer to pages 7–8 of text.
GTPA

AITSL Standard 2 – AITSL Standard 3 –


Know the content and how to teach it Plan for and implement effective teaching
and learning
THE CROSS-CURRICULUM PRIORITIES
• ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES
• ASIA AND AUSTRALIA’S ENGAGEMENT WITH ASIA
Close business
• SUSTAINABILITY partners, physical
proximity

Understand their unique


sense of identity

Contribute to
sustainable patterns
of life
3 dimensional

THE STRUCTURE OF THE


AUSTRALIAN CURRICULUM
Cross-curriculum
priorities

General
capabilities
Learning areas
Use for all your planning while in WA

Overviews , resources – this is what our SCSA


curriculum is based on
HOW SPECIFICALLY DOES
THE AUSTRALIAN
CURRICULUM ANSWER THE
FOLLOWING QUESTIONS
FOR TEACHERS IN YOUR
SPECIALIST TEACHING AREA?
• WHAT DO WE WANT STUDENTS TO
LEARN?
• WHY DO WE WANT STUDENTS TO
LEARN THESE THINGS?
• HOW CAN WE BEST HELP STUDENTS TO
LEARN THESE THINGS?
• HOW WILL WE KNOW WHEN
STUDENTS HAVE LEARNED WHAT WE
WANT THEM TO LEARN?
WHAT DOES THE AUSTRALIAN
CURRICULUM SAY ABOUT HOW
TEACHERS SHOULD TEACH?
WEEK 3

• FOR WEEK 3 FORMATIVE ASSESSMENT


TASK IN CLASS
• ATTENDANCE IS IMPORTANT

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