User notes

1. User notes This presentation will enable teachers to develop a broad overview of the achievement standards. There are four activities, each of which will take approximately 40 minutes. This presentation is based on version 3 of the Australian Curriculum. Before showing this PowerPoint, find and print the relevant resources. These are in the following folders: Activity 1 (some are A2) Activity 2 (some are A1: you may wish to display these on an interactive white board) Activity 3 Activity 4 (some are A3)

2. Unpackingthe Australian Curriculum achievement standards

3. Australian Curriculum achievement standards describe what studentsshould typically be able to do, knowand understand by the end of the year,at each year level.

4. The achievement standards, alongwith the content descriptions, general capabilities and cross-curriculum priorities, provide the broad curriculum from which teachers design learning and assessment.

5. Each achievement standard describesthe expected achievement for studentsas a result of being taught the curriculum for that year of schooling.

6. Content descriptions and achievement standards are an interrelated set. Together they inform the design of learning and assessment.

7. Each achievement standard should be treated holistically, ieas representinga broad development of understandings and skills, rather than as discrete elements to be achieved.

8. Each achievement standard provides the key reference point for reportingon student achievement, includingA–E grades (or word equivalents)

9. Achievement Standards Familiarisation Sample activities

10. Activity 1 Sequencing the achievement standards Matching and sequencing the two paragraphs of achievement standards

11. Australian Curriculum achievement standards

12.  Process – Activity 1 • Work individually • Focus on one learning area continuum (4–8 or 6–10) at a time. • Which two boxes connect together to describe the achievement standard at the different year levels? Write the numbers in the boxes at the bottom of the page. • What surprises or discrepancies have you found? • Discuss, justify and clarify with a partner • Compare with the achievement standards for the learning area.

13. Activity 2 Viewing learning as a progressive continuum Using the achievement standard map and developing a sub-strand narrative

14. Australian Curriculum achievement standards

15.  Process – Activity 2 • Work as a group • Look at the achievement standards charts Choose from maths, science or select a sub-strand • Consider how the knowledge and understandings, or the skills, are developed across the strand or sub-strands • How could you explain this to a parentor beginning teacher?

16. Activity 3 Identifying what learners need to know, do andunderstand as describedthrough the achievementstandards Nouns and verbs deconstruction of achievement standards

18.  Process – Activity 3 • Work with a partner • Select a year level from the achievement standards • Look at the achievement standards that precede and follow the one you have selected • In each of the three achievement standards, identify, discuss and list • the verbs • the nouns/noun phrases • Connect the verbs with their corresponding nouns/noun phrases • How do the knowledge, understandings, and skills, grow and progress across the three achievement levels?

19.  Activity 4 Aligning achievementstandards with thecorresponding contentdescriptions Aligning content with achievement standards

20. Australian Curriculum achievement standards

21. Process – Activity 4 • Work individually • Read through the content descriptionsin the left hand column • Read through the elements of the achievement standards in the righthand column • Match up the elements to the content descriptions • Compare with a partner • Discuss, justify and clarify any surprisesor discrepancies.

22. Reportingrequirements

23. In the transition from SACSA to Australian Curriculum, the timeline for reporting is: 2012 By the end of the year, for students in years 1–7,schools report against Australian Curriculum achievement standards in mathematics and science and againstthe SACSA standards and outcomes in all otherlearning areas. Schools also have the option to commence reportingin Australian Curriculum: English and history.

24. 2013 By the end of the year, for students in years 1–8, schools report against Australian Curriculum achievement standards in mathematics, science, English and history and against the SACSA standards and outcomes in all other learning areas.

25. DECD timelines for schools to begin reporting against other Australian Curriculum learning areas, and at years 9 and 10, will be progressively developed as the Australian Curriculum, Assessment and Reporting Authority (ACARA) curriculum development process continues.

26. AC achievement standards: describe expected achievements contribute to providing thebroad curriculum are related to content descriptions should be treated holistically provide the key reference pointfor reporting.