1、,AN OVERVIEW,The South Australian Curriculum, Standards and Accountability Framework describes the curriculum Key Ideas and Learning Outcomes all learners can expect their education to be built on.,Curriculum is, and needs to continue to be, more than ever before, dynamic.,The increasingly varied an
2、d mobile profiles of the communities served by our schools and childrens services The changes in the drivers, patterns and opportunities in our economic structures The growth, accessibility and fluidity of knowledge and information,Our improved understandings of learning and learners The appearance
3、of new patterns of exclusion and discrimination in society and educationthe persistence of old prejudices and alienations The expansion of the daily possibilities for teaching and learning activities,The curriculum must have a strongly centred corea framework that informs and guides educators profes
4、sional decisions.,Characteristics of the SACSA Framework,Birth to Year 12 One cohesive framework Encompassing a broad and balanced curriculum A framework, not the whole curriculum,Characteristics of the SACSA Framework continued,Based on constructivist theories of learning Focus on outcomes For all
5、learners and inclusive of all learners Refinement of the past while leading into the future,FEATURES OF THE FRAMEWORK,The SACSA Framework,CURRICULUM SCOPE Key Ideas to be taught through the Learning Areas and interwoven with Essential Learnings, Equity Cross-curriculum Perspectives and Enterprise an
6、d Vocational Education. STANDARDS Developmental Learning Outcomes (Birth to Age 5) Curriculum Standards (Reception to Year 10) Year 12 Standards CURRICULUM ACCOUNTABILITYFor the government sector this component of the Framework describes the systems Curriculum Accountability requirements.,CURRICULUM
7、 BANDS,Early Years Band (BirthAge 3, Age 3Age 5, RYr 2) Primary Years Band (Years 3, 4, 5) Middle Years Band (Years 6, 7, 8, 9) Senior Years Band (Years 10, 11, 12) The Curriculum Scope and Standards are organised in four Curriculum Bands, which are broad stages of learning within the birth to Year
8、12 continuumIntroductions describe the key characteristics of learners and learning for each Band and the implications of these for the construction and delivery of curriculum,EARLY YEARS BAND BIRTH to YEAR 2, with 3 phases:,Children in the Early Years: are active learners with diverse potentials an
9、d expectations are rapidly growing, developing and changing in complex ways are particularly dependent on adults for physical and emotional wellbeing in the first three years are advantaged by reciprocal partnerships between educators and families move from one to one attachments to small group, col
10、laborative learningContinued,Birth to Age 3 Age 3 to Age 5 Reception to Year 2,EARLY YEARS BAND continued,are social learners who construct and review their understandings through: relationships, language based interactions, play, scaffolding and modelling are motivated to learn through curiosity, i
11、magination and creativity learn in authentic, real-world situations represent their understandings in a variety of ways are developing and expressing autonomy, initiative and a sense of agency, mediating their learning environments learn through physical activity and develop a complex variety of cap
12、abilities use and enjoy repetition for practising and consolidating skills,PRIMARY YEARS BAND YEAR 3 to YEAR 5,Primary Years learners: have high levels of energy and enjoy physical activity resulting in natural movement and noise in both class and play spaces are experiencing different kinds of frie
13、ndships and exploring power dynamics are exploring the similarities and differences between being male and female are experimenting with identity and referencing themselves against peers are keen to extend their capabilities and self-expression are able to engage enthusiastically and expand their th
14、inking in ways that are reflective and spontaneous.,MIDDLE YEARS BAND YEAR 6 to YEAR 9,Middle Years learners are: experiencing adolescence and the accompanying emotional, physical and sexual changes learning to form, articulate and manage relationships keen to develop greater interdependence with th
15、eir peers and independence in their lives questioning schooling and their engagement with schooling, reflecting on who they are, where they belong, what they value and where theyre going developing their own voice, often challenging the voices of their parents/caregivers, teachers and society aiming
16、 for a stronger sense of belonging through participation in wider adolescent cultures becoming aware that they can make changes for themselves and others.,SENIOR YEARS BAND YEAR 10 to YEAR 12,Senior Years students: are generally 15 years of age and over, and include adults may be full- or part-time,
17、 local, interstate or international, continuing or re-entry students are dealing with issues related to lifestyles (eg youth subcultures; financial; a complexity of peer, family and other relationships; sexuality; or drugs) which may or may not be congruent with school values and expectations may or
18、 may not have developed and articulated goals for their future learning and employment pathways live with their parents/caregivers or independently, and experience differing levels of parental/caregiver influence and personal independenceContinued,SENIOR YEARS BAND YEAR 10 to YEAR 12 continued,may b
19、e moving in and out of schooling to undertake traineeships, apprenticeships, work placements or other forms of educational and training provision may be in part-time employment or training bring a variety of social, economic and cultural backgrounds, interests, aspirations, capabilities and prior le
20、arning experiences are shaping and reshaping their lives and are forming and reviewing their personal values have complex lives, juggling their learning and living responsibilities as they face their future in an ever-changing world.,CURRICULUM SCOPE,The Curriculum Scope and Standards interweave:Lea
21、rning Areas Essential Learnings Equity Cross-curriculum Perspectives Vocational and Enterprise Education.,Key Ideas and Learning Outcomes comprise the required elements of the SACSA Framework for all government schools and childrens services.,LEARNING AREAS,These are constructions of knowledge or di
22、sciplines constructed by scholars, which have traditionally framed the curriculum. In the SACSA Framework the Learning Areas become more differentiated and specialised as learners move beyond the Early Years Band. Key Ideas comprise the fundamental concepts of a Learning Area (BirthAge 5), or strand
23、 of a Learning Area (R12) which are developed in complexity across the Bands.,Birth to Age 3 Learning Areas,The psychosocial self The physical self The thinking and communicating self,Age 3 to Age 5 Learning Areas,Self and social development Arts and creativity Communication and language Design and
24、technology Diversity Health and physical development Understanding our world,Reception to Year 12 Learning Areas,Arts Design and technology English Health and physical education Languages Mathematics Science Society and environment Religious education (for some non-government schools),Reception to Y
25、ear 12 Learning Areas,Learning Areas from Reception to Year 12 are structured and organised through strands. These strands are the same for the Curriculum Scope as those used to frame the Curriculum Standards.,ESSENTIAL LEARNINGS BIRTH to YEAR 12,Essential Learnings describe the values, dispositions
26、, skills and understandings that are considered crucial in the education and development of all learners in our care.The development of these Learnings is an ongoing, lifelong process and occurs in every context of a learners life.,ESSENTIAL LEARNINGS BIRTH to YEAR 12 continued,Connect the curriculu
27、m from Birth to Year 12.Futuresdevelop the flexibility to respond to change, recognise connections with the past and conceive solutions for preferred futures Identitydevelop a positive sense of self and group, accept individual and group responsibilities and respect individual and group differences
28、Interdependencework in harmony with others and for common purposes, within and across cultures Thinkingbe independent and critical thinkers, with the ability to appraise information, make decisions, be innovative and devise creative solutions Communicationcommunicate powerfully using literacy, numer
29、acy and information and communication technologies.,Futures,Learners develop: a sense of optimism about their ability to actively contribute to shaping preferred futures capabilities to critically reflect on, plan and take action to shape preferred futures.This includes: understanding patterns and c
30、onnections within systems understanding world views when analysing future challenges building scenarios of preferred futures demonstrating lifelong learning.,What knowledge, skills and dispositions are required to maximise opportunities in creating preferred futures?,Identity,Learners develop: a sen
31、se of personal and group identity capabilities to contribute to, critically reflect on, plan and take action to shape, relationships.This includes: understanding self, groups and others understanding the social construction of identities relating effectively to and collaborating with others regardle
32、ss of their identities.,What knowledge, skills and dispositions are required to critically understand self-identity, group-identity and relationships?,Interdependence,Learners develop: a sense of being connected with their worlds capabilities to contribute to, critically reflect on, plan and take ac
33、tion to shape local and global communities.This includes: understanding cultural and global connections, patterns and evolutions understanding what is needed for sustainable social and physical environments acting cooperatively to achieve agreed outcomes taking civic action to benefit community.,Wha
34、t knowledge, skills and dispositions are required to critically understand the systems to which lives are connected and to participate positively in shaping them?,Thinking,Learners develop: a sense of the power of creativity, wisdom and enterprise capabilities to critically evaluate, plan and genera
35、te ideas and solutions.This includes: using a wide range of thinking modes drawing on thinking from a range of times and cultures demonstrating enterprising attributes initiating enterprising and creative solutions for contemporary issues.,What knowledge, skills and dispositions are required to deve
36、lop particular habits of mind, to create and innovate, and to generate solutions?,Communication,Learners develop: a sense of the power and potential of literacy, numeracy and information and communication technologies capabilities to critically reflect on and shape the present and future through pow
37、erful uses of literacy, numeracy and information and communication technologies This includes: understanding the complexity and power of language and data and their pivotal role in communication understanding how communication works making effective use of language, mathematical and information and
38、communication technology tools using communication in a range of modes to achieve identified outcomes.,What knowledge, skills and dispositions are required to construct and deconstruct meaning, and to critically understand the power of communication and its technologies?,Literacy, numeracy and infor
39、mation and communication technologies,In the Essential Learning, Communication, the skills of literacy, numeracy and information and communication technologies are explicit and developmental throughout the Framework in all Learning Areas. The Framework provides a basis for all educators to address t
40、hese critical aspects of childrens and students education. Links are made with the National Literacy and Numeracy Benchmarks and the Year 10 accreditation of Information and Communication Technologies Competencies.,Literacy,Learners develop and use operational skills in literacy to understand, analy
41、se, critically respond to and produce appropriate spoken, written, visual and multimedia communications in different contexts.,Numeracy,Learners develop and use operational skills in numeracy to understand, analyse, critically respond to and use mathematics in different contexts. These understanding
42、s relate to measurement, spatial sense, patterns and algebra and data and number.,Information and communication technologies (ICT),Learners develop and use operational skills in information and communication technologies to critically design and construct texts, search for and sort information, and
43、communicate with others.,Key Competencies,Key Competencies are included explicitly throughout the Framework. KC1: collecting, analysing and organising informationKC2: communicating ideas and informationKC3: planning and organising activitiesKC4: working with others in teamsKC5: using mathematical id
44、eas and techniquesKC6: solving problemsKC7: using technology,EQUITY CROSS-CURRICULUM PERSPECTIVES,The SACSA Framework maintains and extends South Australias reputation and tradition for inclusive curriculum and practice.,The educational entitlements of groups of learners,Aboriginal learners and Torr
45、es Strait Islander learners Learners from linguistically and culturally diverse backgrounds Learners who have English as their second language Learners with disabilities or learning difficulties Learners from low socio-economic backgrounds Particular groups of girls and boys Learners from an isolate
46、d or rural background,Equity perspectives are represented across the curriculum,Aboriginal and Torres Strait Islander peoples perspectives Multicultural perspectives Gender perspectives Socio-economic perspectives Disability perspectives Rural and isolated perspectives,Equity perspectives are repres
47、ented across the curriculum,Aboriginal and Torres Strait Islander peoples perspectives which recognise that a cohesive and diverse society requires each child/student to develop a growing understanding and knowledge of Aboriginal and Torres Strait Islander peoples heritage, experiences and issuespas
48、t, present and futureand to engage all learners in a process of furthering the aims of Reconciliation. Multicultural perspectives which recognise that Australias cultural and linguistic diversity is a resource to be developed for the benefit of all individuals and the nation as a whole.Continued.,Ge
49、nder perspectives which recognise that gender is a social construction organised upon unequal power relations which define and limit opportunities for girls and boys. Socio-economic perspectives which recognise that our society is structured upon an unequal distribution of wealth, and that this defi
50、nes and shapes social, political and economic power. Disability perspectives which recognise that inclusive social and educational practices are necessary to ensure access and participation for all in our society. Rural and isolated perspectives which recognise that geographical location and other forms of isolation influence access and opportunities in various ways, and therefore are factors in shaping peoples world views.,
