General capabilities of the millenium learner: implications for curriculum, pedagogy and assessment. . AISSA National Curriculum Conference August 5-6, 2010 Dr. Katie Weir. Session Overview. Unpacking the “General Capabilities” from the National Curriculum
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
General capabilities of the millenium learner: implications for curriculum, pedagogy and assessment.
AISSA National Curriculum Conference
August 5-6, 2010
Dr. Katie Weir
…identifies the General Capabilities as one of three broad categories of learning outcomes that the National curriculum should deliver to students.
National Curriculum Board (2009).The Shape of the Australian Curriculum. Author: Canberra.
Communication in a variety of modes and using a range of tools and symbols (semiotic competency)
“…constitute the core of most intellectual activity”; includes critical thinking, problem solving, justifying, complex reasoning (aka upper levels of Bloom’s taxonomy)
“…is closely linked to innovation & enterprise…& requires intellectual flexibility, open-mindedness, adaptability and readiness to try new things”
Respect and tolerance of other cultures and backgrounds
Managing and evaluating learning; working independently and being responsible for personal behaviour and performance
Working in harmony, contributing, accepting roles and responsibilities, acceptance of difference, building social relationships
Operating successfully in a range of social situations, foster inclusivity, resolve conflict, initiate & manage relationships.
This includes the willingness and determination to think, judge and act according to a guiding set of moral and ethical principles
Literacy, numeracy, ICTs
Ramsay, E. (2007). Capabilities Implementation Project: Report to the future SACE Steering Committee. Adelaide:DECS
IMPLICATIONS FOR TEACHERS????
The rationale for making these capabilities more explicit in the curriculum is primarily linked to the changing nature of work. It also mentions the education of the whole child as part of the national charter.
So, are these being assessed and reported for employment opportunities, credentials for higher education or other selection and certification purposes? Which begs the question: How will these results be used by students, systems, employers, tertiary providers?
The aim of this activity is to evaluate each approach to assessing the general capabilities.
Working in groups of 4-5, each group will apply a critical thinking skill – the PMIQ – to look at the implications of each assessment strategy from different perspectives and to come up with pertinent questions about each approach.
Groups will report back to the whole forum and discuss which appears the best approach to take in different contexts and for different purposes.