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The first of these was the Post-Compulsory Education Review Discussion Paper, issued in October 1999. 1 would like to take this opportunity to thank the members of the Curriculum Council for their time and commitment to the Post-Compulsory Education Review .

Overview

A single structure

Courses of study

Breadth and depth of learning

Scales of achievement

Assessment and Moderation

Certification of Achievement

Implementation

Recommendations

That the post-mandatory curriculum, assessment and certification system is inclusive of all learners and has sufficient flexibility to accommodate their diverse learning needs, interests and post-school aspirations. That the post-compulsory system be designed around courses of study which will enable the Council to meet its obligations under the Curriculum Council Act 1997 in relation to both the Curriculum Framework and post-compulsory education.

Designing courses of study (pages 24-31)

Developing courses of study (page 32 and Section 4)

Breadth and depth (pages 33-35)

Standards (pages 36 and 37)

That there is school-managed and external assessment for all students in all courses of study. That the development of school-managed and external outcomes-focused assessment be preceded by further research.

Certification (pages 50 and 51)

Post-school destinations (pages 52 and 53)

Terms of reference

The Post Compulsory Review Regulations set out the role of the Curriculum Council as set out under the Objectives of the Curriculum Council Act 1997. The following extracts from the Act serve as the Regulations for the Review:. g) establish, in accordance with the approved curriculum framework, the minimum requirements for completion of secondary education and for the issuance of a student's certificate of achievement;.

It is a function of the Council to —

The Act introduced four new dimensions which influence the way in which curriculum is structured in the post-compulsory years and provide the basis for the Review. The Act requires the Curriculum Framework to be implemented across all levels of schooling, from nursery to year 12.

Student achievement

A key purpose of the broader term is to accommodate a curriculum structure that embraces vocational education and recognizes its importance as an important destination for students. In addition, education courses can include values ​​to support the overall development of students at post-secondary education.

2 A system for all students

Graduation requirements

Relevant sections of the Curriculum Framework

It is in this context and with the powers conferred on it by the Curriculum Council Act 1997 that the Curriculum Council proposes to develop courses of study for post-compulsory students. That the post-compulsory system be designed around courses of study which will enable the Council to meet its obligations under the Curriculum Council Act 1997 in relation to both the Curriculum.

Defining a course of study

A single curriculum structure for post-compulsory schooling

The Council believes that it would be possible to build a single curriculum structure that would allow for breadth and depth of study through broad and flexible programs of study. That there is a unified curriculum structure organized into approximately 50 programs of study that are flexible enough to include the general and vocational education needs of students.

Criteria for identifying the initial set of courses of study

Provision for adding to the initial courses of study

Process for developing courses of study

3 The Proposed System

Student's Program of Learning

Courses of Study

Scale of Achievement

Profile of a

Assessment

Moderation

Certification

Post-school destinations

Curriculum

Course of study outcomes

The National Training Packages would be used in curriculum development to ensure that the underlying knowledge and skills are part of the outcomes and contexts for study courses. Additional learning to be undertaken to complete the appropriate units of competence would be available through extensions within each field of study.

Overarching Learning Outcomes

Flexibility to achieve outcomes

Flexibility through extensions

Extension requirements for each course of study

Types of extensions

Developing Learning Programs

Developing the courses of study

Breadth and depth

The study programs would therefore be designed in such a way as to provide space for a broad general education with the possibility of specialization in areas of interest. Minimum breadth and depth requirements would include students choosing five degree programs, including at least two extensions in each degree program.

Literacy

The Council believes that requirements for the breadth and depth of learning would balance and meet the wide range of students' needs and interests. A general program should allow for the continued achievement of the Curriculum Framework's overarching outcomes and courses of study outcomes, including its extensions, which are drawn from at least four learning area statements.

Curriculum Framework Overarching Outcomes

Standards

Study results would be illustrated at five levels on achievement scales. That the standards are explicit in the level statements on the achievement scales for each learning outcome.

Assessment

School-managed assessment

Scheme of assessment

Collecting student work samples

A statement from the teacher describing the process leading to the balance judgment would accompany a student's collection of selected work samples. The collection of samples selected by a student will be used to determine the final level of achievement for school managed assessment and may be selected by teachers, or requested by the Curriculum Council, as samples for use in moderation meetings by consensus.

Assessment of extensions

Judgments made about a student's overall level of achievement would take into account the progress made since a student enrolled in a course of study.

External assessment

It is expected to identify the types of school board and external assessment that could integrate assessment of EUD units of. That the development of results-focused school governance and external assessment is preceded by further research.

What is moderation?

The Curriculum Council Act requires the Curriculum Council to establish and maintain procedures for the quality of school-based and external assessment and to ensure the reliability, validity and acceptability of certification of student achievement. It is a function of the Council that: д) After consultation with such persons and bodies that have functions related to secondary education, vocational education and training and university education as.

Why will moderation be necessary?

Considerations for the future

Structures and processes for moderation

Monitoring of teacher judgments

Examples of assessment schemes for the whole range of students in a course of study will be provided in the supporting materials. Consensus moderation: there would be annual consensus meetings for each course of study to provide teachers with opportunities to build a shared understanding of the rate of achievement for each course of study outcome.

Verification of levels of student achievement

Quality assurance

The results of external assessments will be used to construct statistical models for investigating any systematic bias in It would be expected that the results of school-managed and external assessment would be closely correlated because they are both assessments of the same course of study outcomes.

Course of Study Assessment and Moderation Panel

Curriculum

Council

Curriculum Council moderator

School-based moderator

Certification

Section 9, subsection 1, letter g, of the Curriculum Act requires the council to set minimum requirements for examinations and reporting of student performance in accordance with the approved curriculum framework. The Curriculum Council, as a signatory to these principles, guarantees that certification procedures will meet ACACA guidelines.

Western Australian Certificate of Education

The Australasian Cuпiculum, Assessment and Certification Authorities (ACACA) has developed a set of principles for the credibility, integrity and long-term usefulness of a certificate that signals the end of a student's post-compulsory schooling. Certification should guarantee standards of quality, integrity, credibility and long-term applicability in Australia and overseas.

Statement of Achievement

Courses of study completed

Course of study outcomes achieved

English Language Competence

VET and extensions

Post-school Destinations

Beyond the school environment

Identifying standards

Implementing the changes

Time will be allocated to students to organize study choices for preferred career options and to understand new structures and processes. The Curriculum Board, as required under the Act, will prepare documentation for each course of study.

Transition arrangements

External transitional assessment for students who wish to validate the achievement of study results after 1 year.

Elements of a course of study

Background and Rationale

Outcomes with elaborations

Learning, Teaching and Assessment

Rationale and course of study outcomes

The purpose of the design presentation is to give an example of how an education course might look. This exploratory work is not intended to necessarily represent physics as it would be developed in a course of study in a new system.

Background and rationale

Students understand that energy is found in various forms, and patterns of energy use exist within the home and community. Transformation of Energy Students understand that energy interacts differently with different substances and causes specific changes as it is transformed.

Outcomes

Elaborating the outcomes

Scales of Achievement

Students understand that energy transfer processes in energy systems can be controlled, allowing multiple changes to be made. Students understand that energy transfer processes in energy systems can be controlled, allowing changes to be made, multiple systems can be controlled, allowing changes to be made more efficiently.

The scope section also describes, for each content area, the specific knowledge, understanding, and skills that are essential for students to achieve the outcomes for the program at each level on the performance scale. For students to achieve the level 1 result. For students to achieve the level 5 result.

Contexts

Using content to plan learning programs

Extensions

Extensions could be designed for a limited range of levels on achievement scales for outcomes for a subject of study, or designed as open-ended tasks with specific criteria to reflect different levels of complexity. However, students could use the fundamental knowledge and skills gained from completing additional assessment tasks to demonstrate their achievement of study outcomes in external assessment.

Breadth and depth through extensions

The Physics of Music

Electrotechnology This extension would be

Learning, Teaching and Assessment

This section would reflect the learning, teaching and assessment principles of the Curriculum Framework Supporting Statement and as exemplified in the Learning Area statements.

Learning and Teaching

It would identify a range of assessment strategies considered appropriate to enable students to demonstrate their achievement of outcomes in particular contexts (see example below). The details of the external evaluation would indicate the structure and nature of the evaluation.

A sample scheme of assessment for the Physics course of study

Scheme of Assessment

Certification of achievement

This is an example of an excerpt of a student's certification of achievement for an overall program of study. It identifies courses of study completed, English language proficiency, attainment of outcomes within a course of study and attainment of extensions and VET competency units.

Course of Study Report

Media Production and Analysis

Course of study Report

Physics

Proposed Course of Study List

Example of an overall program of study

The figure illustrates a program of study for a student aiming to achieve a Certificate 11 in Food Processing (General Food) and shows the breadth and depth of learning in the student's overall programme. The underlying knowledge of the Units of Competence will be incorporated in the course of study outcomes.

What would change?

Completing a course will mean that a student achieves all course outcomes to some degree and completes the requirements for at least two extensions;. TEE students must study at least four TEE subjects, of which at least one is a quantitative subject and at least one other is a humanities subject.

Involvement in the Post-Compulsory Education Review

Mary Ballantine Department of Training and Employment lain McDougall Hospitality Group Training Royce Standish Department of Training. Greenwood Senior High School Churchlands Senior High School Central Metropolitan TAFE Cyril Jackson Senior Campus Cyril Jackson Senior Campus Newman College.

Providing Support

Consultants

Curriculum Council Committees

Ted Speeňng Katolieke Onderwyskantoor Alice Sounness John Curtin Senior Hoërskool Mike Begin St Stephen's School. Newman Senior High School North Albany Senior High School North Lake Senior Campus Northam Senior High School Penrhos College.

Presentations

Swan View Senior High School Swanboume Senior High School De Perth Waldorf School Thomlie Senior High School Tuart College. Ursula Frayne Catholic College Wagin District High School Wanneroo Senior High School Wambro Community High School Warwick Senior Nigh School Wesley College.

Post-Compulsory Education Review Submissions

Pinjarra Senior High School Port Нedland Senior High School Ladies' Presbyterian College Rockingham Senior School Rockingham • Rossmoyne High School Sacred Heart College. Monolingual Associations Montessori School - Kingsley Morley Senior High School Murdoch University North Lake Senior Campus O'Neill, Catherine.

Glossary

Tertiary Admission Rank (TRAN): a student's ranking for selection into universities according to their percentile position in the entire age cohort, estimated by Australia-wide agreement. Vocational Education and Training (VET): Post-compulsory education and training that focuses on the development of nationally recognized competencies and provides pathways to employment and further training.

A Report of the National Objectives Task Force of the Ministerial Council for Employment, Education, Training and Youth A„(j`airs. University Admission in Western Australia with Special Reference to Tertiary Education Entrance Examinations (Secondary Education Authority Paper A564).

Websites that informed research

PART A: BACKGROUND INFORMATION

Will a single school assessment structure meet YES NO DON'T KNOW assessment and external assessment. Will the proposed moderation structures and processes ensure fairness for all students YES NO I DON'T KNOW.

Position Paper Questionnaire

PART A

BACKGROUND INFORMATION

PART В

THE POSITION PAPER

Post-compulsory schooling system (Recommendations 1-5)

That courses of study are developed around a rationale; study results; a performance scale for each outcome; a scope of the content of the study; and a teaching, learning and assessment section. The English language proficiency levels on the performance scale for the identified outcome would be similar across all fields of study.

Assessment (continued)

Moderation (Recommendations 23-24)

Post-school destinations (Recommendation 28)

Implementation (Recommendations 29 and 30)

Figure

Figure 1  An overview of the Future System
Figure 2  Scale of achievement
Figure 3 Moderation and Quality Assurance Roles
Figure 4 Course of Study
+2

References

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