Curriculum Standards

Þ  Introduction

Þ  Statement of Proposed Curriculum

Þ  Content of Curriculum

Þ  Assessment and Reporting

3.1 Curriculum

Section 53 – (1) (a) the proposed curriculum of that school

Introduction

The Schools Registration Board affirms that curriculum for new or proposed and existing schools should be developed locally within relevant philosophical and educational frameworks to reflect the unique context of the school. Relevant frameworks should include syllabuses and system or school-based statements of requirements and values and purposes.

 There is recognition that young people need new knowledge, skills and dispositions to enable them to deal successfully with a rapidly changing world. There is also widespread perception that the curriculum is overcrowded and confusing with an unrealistic number of outcomes for teachers to successfully incorporate into their planning.

 Major curriculum reform continues in Tasmania, as in many other places in the world, and a curriculum framework has been developed. This curriculum framework is being used in government schools and has also been adopted in non-government schools. The new framework is a combination of broad skills and competencies and critical areas of knowledge and understanding. In addition, the International Baccalaureate is being adopted by some schools as a curriculum framework.

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The statement should demonstrate:

1. the general philosophical and educational frameworks and curriculum characteristics that may be specific to the ethos of the school;

2. how the teaching and learning program is structured and managed for the age and nature of the students enrolled. It should be clear that the educational program offered meets the developmental and other needs of students whether they be in kindergarten, primary, secondary, senior secondary or middle school;

3. how the school has planned the scope, sequence and continuity of the curriculum across all grade levels provided for at the school; and

4. how equity issues are addressed – that is, how the school meets the access, participation and achievement needs of all students, including those who require additional learning support. The school should be able to identify the ways in which it provides for additional learning support for students with disabilities. The Board would expect documentation to include details of student welfare policies and practices. The curriculum provision must suit the needs of such individual students, whether it is a school providing for the needs of children of a specified kind (Section 54–(d)) or a regular school.

Where the school seeks to address the needs of any children of a specified kind for whom registration is being sought under Section 54–(d) of the Education Act 1994 the Board would expect that appropriate curriculum be in place.

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(An extract from the Melbourne Declaration on Educational Goals for Young Australians is available.)

This curriculum standard requires that a school should develop a curriculum based on the broad curriculum requirements of the Melbourne Declaration. A school should demonstrate that students are participating in programs that incorporate the different areas of learning as specified in the 'Promoting world-class curriculum & assessment' section of the Melbourne Declaration and provide statements on the scope and sequence of the programs.

The standard requires schools to provide a broad-based combination of competencies and areas of knowledge that are specifically directed to the age and particular needs of students.

There will be many different models of how schools organise their curriculum. Some of the possibilities could include the curriculum being delivered:

·  using frameworks without the organisational structure provided by separate subjects;

·  through trans-disciplinary approaches that combine disciplines, as happens in many middle schools and secondary schools;

·  through an organisational structure that includes subject-based practices with different subjects contributing to the achievement of outcomes and standards of key elements; or

·  using a combination of approaches with different methods being likely to be appropriate at different levels of schooling and for different schools.

The Board recognises that religious education is an important learning area in many schools.

Whatever outcomes are focussed upon, a clear sense of the direction of children’s learning should be evident.

Therefore, assessment and reporting should relate to intended learning outcomes. Information gathered on student achievement should play a major role in the improvement of student outcomes.

The school should be able to demonstrate to the Board how the school:

1. informs parents about their child’s development and progress; and

2. develops and reviews reporting and assessment processes.