Here today, gone tomorrow.Here today, gone tomorrow.Curriculum frameworksCurriculum frameworks

USQ Grad dip (L&T) July Vac school.USQ Grad dip (L&T) July Vac school. Steve Steve SmithSmith

What is our curriculum What is our curriculum framework?framework?

Why have a curriculum?Why have a curriculum? Does our curriculum impact on student Does our curriculum impact on student

engagement?engagement? Does our curriculum need to be organised?Does our curriculum need to be organised? What are the foundations of our current What are the foundations of our current

curriculum?curriculum? What’s the best way to organise a What’s the best way to organise a

curriculum?curriculum? Should curriculum frameworks Should curriculum frameworks

change/evolve?change/evolve?

Today’s agendaToday’s agenda

What should be the foundations of Qld What should be the foundations of Qld curriculum?curriculum?

OBEOBE Why the shift to OBE?Why the shift to OBE? Familiarity with CLOs across KLAsFamiliarity with CLOs across KLAs Can we organize the curriculum another way?Can we organize the curriculum another way? Does OBE have limitations?Does OBE have limitations? Is a CLO approach the best application of OBE?Is a CLO approach the best application of OBE? Can we un-clutter the curriculum?Can we un-clutter the curriculum? Models for an integrated curriculum?Models for an integrated curriculum? What’s around the corner?What’s around the corner?

What should be the foundations What should be the foundations of Queensland curriculum?of Queensland curriculum?

OBEOBE Lifelong learner attributesLifelong learner attributes Learner-centred approachesLearner-centred approaches Cross curricular PrioritiesCross curricular Priorities

LiteracyLiteracyNumeracyNumeracyLife-skillsLife-skillsFutures perspective?Futures perspective?

Should the QSA syllabus docs (CLOs) be the main Should the QSA syllabus docs (CLOs) be the main curriculum foundation?curriculum foundation?

What is OBE?What is OBE?

Outcomes Based Outcomes Based EducationEducation

Why the shift to OBE?Why the shift to OBE?

OBE Key Messages OBE Key Messages (adapted from Spady)(adapted from Spady)

Outcomes happen (demonstrateable)Outcomes happen (demonstrateable) Outcomes happen in the end (exit)Outcomes happen in the end (exit) Outcomes happen somewhere (context)Outcomes happen somewhere (context) Outcomes matter (relevant, real life)Outcomes matter (relevant, real life) Outcomes hang around (long term)Outcomes hang around (long term) Outcomes take many forms Outcomes take many forms

(transferable)(transferable) Outcomes can’t be averaged (or Outcomes can’t be averaged (or

graded!)graded!) Outcomes change peopleOutcomes change people

Outcomes based education is Outcomes based education is a mindset, a process and not a a mindset, a process and not a product that can be placed in product that can be placed in

schools.…..schools.…..OBE isn’t a syllabus documentOBE isn’t a syllabus document

OBE’s POWER PRINCIPLESOBE’s POWER PRINCIPLES(Spady)(Spady)

Clarity of focus on culminating exit Clarity of focus on culminating exit outcomes of significanceoutcomes of significance

Expanded opportunity and support Expanded opportunity and support for learning successfor learning success

High expectations for all to succeedHigh expectations for all to succeed Design down from your ultimate Design down from your ultimate

culminating outcomes culminating outcomes

HIERARCHY OF OUTCOMES

Lifelong Learners

School Outcomes

Key Learning Area

Outcomes

Foundation/Core/Discretionary Learning Outcomes

Eg Active Investigator

Students will understand the benefits of, and work in teams

Understand and appreciate the evolutionary nature of scientific knowledge

The attributes of the Lifelong Learner

Knowledgeable person with deep understanding

Complex thinker

Creative person Active investigator Effective communicator Participant in an interdependent world

Reflective and self- directed learner

Quality Producer

HIERARCHY OF OUTCOMES

Lifelong Learners

School Outcomes

Key Learning Area

Outcomes

Foundation/Core/Discretionary Learning Outcomes

Eg Active Investigator

Students will understand the benefits of, and work in teams

Understand and appreciate the evolutionary nature of scientific knowledge

Can we align (or connect) the Can we align (or connect) the CLOs to make learning more CLOs to make learning more

relevant and purposeful?relevant and purposeful?

Chancellor Pk Model

Our natural world Our personal world Our changing world Our amazing world Our united world

Key Abilities Model (Andrew Seaton) Multi-literacies Problem solving Creativity Community participation Self management Knowledge of self, others and

the environment

Garry Day Model Change Environment Diversity Citizenship

Samford State School Natural World Physical World Social World Global World Communicating World

LOTE Organisers

Personal and community life Leisure and recreation Natural World Built world International World Imaginative World

TASMANIA

Communicating Personal Futures Social Responsibility World Futures Thinking

SOUTH AUSTRALIA

Identities Learning Futures Interdependence Communications

ACT

Critical Literacies: reading the world Community Building: learning to live together and with others Real life research and futures study Working with cultural, ethical and environmental heritages

Mt. Nebo State School Sustainable Living People and Culture Relationships Innovation

New BasicsNew Basics Life Pathways and Social FuturesLife Pathways and Social Futures

““Who am I and where am I going?’Who am I and where am I going?’ Multiliteracies and Communication mediaMultiliteracies and Communication media

““How do I make sense of and How do I make sense of and communicate with the world?”communicate with the world?”

Active CitizenshipActive Citizenship

““What are my rights and What are my rights and responsibilities in responsibilities in communities, cultures communities, cultures and economies?”and economies?”

Environments and TechnologiesEnvironments and Technologies

““How do I describe, analyse and shape How do I describe, analyse and shape the the world around me?”world around me?”

Does OBE have any Does OBE have any limitations?limitations?

Your thoughts?Your thoughts?

Does OBE have any Does OBE have any limitations?limitations?

Quality performance. If we don’t Quality performance. If we don’t expect and acknowledge quality expect and acknowledge quality performance we’re unlikely to get it.performance we’re unlikely to get it.

Assessment and reporting. Some Assessment and reporting. Some purists might suggest we shouldn’t purists might suggest we shouldn’t ‘grade’ or acknowledge performance.‘grade’ or acknowledge performance.

Too many outcomesToo many outcomesOBE is misunderstoodOBE is misunderstood

Is our curriculum too Is our curriculum too crowded?crowded?

Is our curriculum too Is our curriculum too crowded?crowded?

Carrington.V, (2002) Carrington.V, (2002) The middle years of The middle years of schooling in Queensland: a way forwardschooling in Queensland: a way forward..Position paper prepared for Education Position paper prepared for Education Queensland, December 2002. Brisbane. Queensland, December 2002. Brisbane. (p.5(p.5))

‘‘Other related international Other related international research suggests that the research suggests that the in-depth study of fewer in-depth study of fewer curriculum outcomes curriculum outcomes contributes to the contributes to the enhanced student enhanced student achievement and achievement and engagement’ engagement’

Having time to thinkHaving time to think

1

2

3

4

5

Yr 5 Yr 6 Yr 7 Yr 8 Yr 9

My teachers give metime to really exploreand understand newideas.

Primary: 56% agreed; Secondary: 34% agreed

Mean ResponseRating

Year Level Thinking trial and comparison data, May 2000 (n=5,507)MYRAD

Having time to thinkHaving time to think Teachers:Teachers:““The time-table allows students at this The time-table allows students at this

school to engage in in-depth learning school to engage in in-depth learning for extended periods of time.”for extended periods of time.”

Primary: 56% agreedPrimary: 56% agreed Secondary: Secondary: 24% agreed24% agreed (MYRAD 2000) (MYRAD 2000)

The Middle Phase of Learning. (2003) The Middle Phase of Learning. (2003) State action planState action plan. Qld. Gov. Brisbane. (p. . Qld. Gov. Brisbane. (p.

9)9)

Despite the high quality of Key Despite the high quality of Key Learning Area syllabuses and Learning Area syllabuses and

documents, the sheer volume of documents, the sheer volume of outcomes statements is daunting for outcomes statements is daunting for teachers, may reduce the capacity of teachers, may reduce the capacity of

teachers for timely intervention teachers for timely intervention based on the learning needs of based on the learning needs of

individual students, and may work individual students, and may work against curriculum consistency against curriculum consistency

across classes and schoolsacross classes and schools

Getting to the heart of CLOsGetting to the heart of CLOs

Eg Science (LL 1.1) Students Eg Science (LL 1.1) Students discussdiscuss their their thinking about needs of living thingsthinking about needs of living things

SOSE (SRP 2.5) Students SOSE (SRP 2.5) Students devisedevise possible possible solutions to problems people may have in solutions to problems people may have in accessing resourcesaccessing resources

HPE (PH 4.3) Students HPE (PH 4.3) Students proposepropose ways of ways of responding to situations and behaviours responding to situations and behaviours that are unsafe, harmful or risky, after that are unsafe, harmful or risky, after assessing options and consequencesassessing options and consequences

Developing CLOs?Developing CLOs?

Eg Eg HPE (PH 4.3) Students HPE (PH 4.3) Students proposepropose ways of responding to situations and ways of responding to situations and behaviours that are unsafe, harmful behaviours that are unsafe, harmful or risky, after assessing options and or risky, after assessing options and consequencesconsequences

Do we need to teach a unit of work to Do we need to teach a unit of work to help students develop an outcome?help students develop an outcome?

Processes embedded within Qld. KLA syllabus outcomes LEVEL FOUR

Science HPE LOTE SOSE Technology The Arts Mathematics English Present (3) Analyse (3) Collect info (3) Examine (2) Identify (2) Outline Use elements Consider Recognise Illustrate Summarise Compare Design Perform Investigate Account Generalise Propose Explain Assess

Demonstrate (3) Evaluate (3) Implement (2) Identify (2) Explain (2) Recommend Respond Develop Propose Assess Justify Plan Create Perform Recognise Explore Adopt different roles

Understand (3) Follow Extract Identify Read Take part in Describe Manipulate Generate Construct Display Express

Investigate (2) Illustrate Share Critique Review Interpret Create Link Predict Participate Recommend Infer Use references Explain Design Debate Describe Express Outline Plan Manage Enact Compare Classify

Identify (2) Explain (2) Gather (2) Incorporate feedback Refine Modify Manipulate Enhance Analyse Match Apply Research Generate Communicate Follow procedures Gauge how well

Analyse (4) Improvise (2) Select (2) Present (2) Apply (2) Construct (2) Create Perform Collaborate Devise Judge Respond Sing Read Write Deconstruct Reconstruct Manipulate Explore Understand

Select/choose(4) Compare (3) Describe (3) Identify (3) Solve (3) Order/organise(2) Create (2) Interpret (2) Explain (2) Justify (2) Plan (2) Analyse (2) Connect Apply Investigate Read Record Calculate Carry out Construct Classify

Interpret (4) Select/choose(4) Identify (3) Conclude (2) Organise (2) Construct/develop (2) Prepare Present Interact Summarise Use patterns Draw on Link Elaborate

Processes embedded within Qld. KLA syllabus outcomes LEVEL FIVE

Stephen Smith 2003

Science HPE LOTE SOSE Technology The Arts Mathematics English Evaluate (3) Infer (3) Analyse (2) Explain (2) Consider Refine Prepare scenario Discuss Collect info Present info Devise Interpret

Predict (2) Propose (2) Demonstrate (2) Devise Recognise Analyse Examine Perform Modify Implement Explain Evaluate Develop strategies

Understand (2) Infer Interpret Recognise Convey Comment Produce texts Present

Evaluate (3) Design (2) Identify (2) Suggest (2) Represent Collaborate Explain Synthesise Participate Justify Investigate Devise Respond Share Analyse Describe Express Demonstrate Report Apply

Explain Incorporate Compare and contrast Operate equipment Select Analyse Generate Communicate Understand Follow procedures Judge Recommend

Research (5) Evaluate (2) Analyse (2) Adapt Model Articulate Structure action Present roles Identify Communicating Construct Reconstruct Design Promote Deliver Exhibit Examine Respond Sing Perform Read Write Express Experiment

Interpret (6) Solve (5) Compare (4) Analyse (2) Identify (2) Explain (2) Plan/create (2) Describe (2) Order Decide Develop Investigate Model Determine probabilities Justify Produce

Interpret (5) Judge (3) Develop (3) Identify (3) Construct Make meaning Organise Explore Narrate Report Present Decide Control Express Select Justify

Processes embedded within Qld. KLA syllabus outcomes LEVEL SIX

Stephen Smith 2003

Science HPE LOTE SOSE Technology The Arts Mathematics English Evaluate (3) Explain (3) Consider (2) Design Perform Argue Model Analyse Describe Prepare scenarios Predict Collect

Propose (4) Evaluate (4) Implement (3) Investigate Devise Respond Assess Plan Select Design Plan Demonstrate

Understand (2) Interpret Express Manipulate Organise Incorporate Demonstrate Analyse

Develop (3) Analyse (2) Evaluate Demonstrate Collaborate Identify Argu Create Initiate action research Link Respond Describe Test Hypothesise Suggest Advocate Interpret Apply

Explain Devise Manage Monitor Incorporate Use specialised equipment Analyse Use specialised techniques Organise Formulate plans Validate Generate designs Communicate Negotiate Refine Evaluate Judge

Evaluate (3) Create (2) Adapt (2) Apply (2) Analyse (2) Devise Refine Present Perform Design Promote Respond Sing Read Write Interpret Communicate Display Justify

Interpret (6) Solve (5) Identify (4) Justify (4) Analyse (3) Compare Order Interpret Create Conclude Decide Model Determine probability Deduct Generalise Explain

Interpret (4) Construct (2) Select (2) Explore (2) Explain (2) Develop Compare/contrast Persuade Evaluate Shape Emphasise Identify Position Judge Control

Most common ‘Processes’ within Core Learning Outcomes across all KLAs (QLD Syllabi)

Level One Level Two Level Three Level Four Level Five Level Six Describe Identify Describe Identify Analyse Evaluate Identify Describe Identify Explain/describe Evaluate Interpret Order/sequence Select Interpret Select/choose Interpret/infer Analyse Demonstrate/present Compare/link/match Compare Analyse Devise/design/create Devise/design/plan Compare Explain Order/organise Design/create/plan Explain/express Explain/express Categorise/link/match Order/sequence Demonstrate/present Construct/generate Identify Justify/validate Explain Interpret Explain/elaborate Link/match/classify Research/investigate Predict/propose Recognise/observe Demonstrate/present Recommend/suggest Interpret/review/infer Describe/convey Perform/demonstrate Create Communicate/respond Create/design/generate Demonstrate/perform Perform/demonstrate Investigate/explore Communicate/discuss Create Communicate/discuss Investigate/explore Propose/recommend Identify Respond Suggest Test/assess/trial Predict/propose Compare Alter/adapt/refine Explore Observe/recognise Propose/predict Modify/refine Solve Solve Write Solve/predict Infer Apply Justify Create

Stephen Smith 2003

Most common ‘Processes’ within Core Learning Outcomes across all KLAs (QLD Syllabi)

Level One Level Two Level Three Level Four Level Five Level Six Describe Identify Describe Identify Analyse Evaluate Identify Describe Identify Explain/describe Evaluate Interpret Order/sequence Select Interpret Select/choose Interpret/infer Analyse Demonstrate/present Compare/link/match Compare Analyse Devise/design/create Devise/design/plan Compare Explain Order/organise Design/create/plan Explain/express Explain/express Categorise/link/match Order/sequence Demonstrate/present Construct/generate Identify Justify/validate Explain Interpret Explain/elaborate Link/match/classify Research/investigate Predict/propose Recognise/observe Demonstrate/present Recommend/suggest Interpret/review/infer Describe/convey Perform/demonstrate Create Communicate/respond Create/design/generate Demonstrate/perform Perform/demonstrate Investigate/explore Communicate/discuss Create Communicate/discuss Investigate/explore Propose/recommend Identify Respond Suggest Test/assess/trial Predict/propose Compare Alter/adapt/refine Explore Observe/recognise Propose/predict Modify/refine Solve Solve Write Solve/predict Infer Apply Justify Create

Stephen Smith 2003

Knowledgeable person with deep understanding

Complex thinker

Creative person

Active investigator

Effective communicator

Participant in an interdependent world

Reflective and self- directed learner

Quality Producer

LEARNING CONTEXTS Within an Outcomes Based Education approach the contexts of units/learning should be:

Relevant and practical Inquiring and inspiring Negotiated and localised Useful and inclusive

Altering existing units of work to include activities or learning experiences that develop these processes, has not proved to be a major imposition for teachers. As we embed more of these processes within our teaching, some previously covered material is inevitably deleted.

Most common ‘Processes’ within Core Learning Outcomes across all KLAs

Level One Level Two Level Three Level Four Level Five Level Six Describe Identify Describe Identify Analyse Evaluate Identify Describe Identify Explain/describe Evaluate Interpret Order/sequence Select Interpret Select/choose Interpret/infer Analyse Demonstrate/present Compare/link/match Compare Analyse Devise/design/create Devise/design/plan Compare Explain Order/organise Design/create/plan Explain/express Explain/express Categorise/link/match Order/sequence Demonstrate/present Construct/generate Identify Justify/validate Explain Interpret Explain/elaborate Link/match/classify Research/investigate Predict/propose Recognise/observe Demonstrate/present Recommend/suggest Interpret/review/infer Describe/convey Perform/demonstrate Create Communicate/respond Create/design/generate Demonstrate/perform Perform/demonstrate Investigate/explore Communicate/discuss Create Communicate/discuss Investigate/explore Propose/recommend Identify Respond Suggest Test/assess/trial Predict/propose Compare Alter/adapt/refine Explore Observe/recognise Propose/predict Modify/refine Solve Solve Write Solve/predict Infer Apply Justify Create

AND

Negotiate

Exchange

Support

Collaborate

Reflect

Initiate

Revise

Stephen Smith 2003

What do toads eat?

Current State or Fed Govt strategies or plans.‘Containing’ strategies currently employed?

Ecosystems: what are they? Sample Aussie ecosystems

What is biodiversity? Why is it important?

Where did cane toads come from?What is their natural food source, predators, density etc?

Why were cane toads introduced? What is biological control?

Anatomy of a cane toad

How do cane toads kill native fauna and flora?

How do cane toads affect waterways?

Cane toad breeding cycles/ reproduction

Current distribution within Australia. Future projections?

What ‘makes’ an ecosystem healthy?

Design and construct a toad free local habitat

How do cane toads travel?

Recent case studies and data Effects of cane

toads on Australian ecosystems

Reformatted Concept map EMBEDDING learning processesReformatted Concept map EMBEDDING learning processesUnit planning overview Level 4/5 (Upper primary/Lower Unit planning overview Level 4/5 (Upper primary/Lower

secondary)secondary)‘Effects of Cane Toads on Australian Ecosystems’‘Effects of Cane Toads on Australian Ecosystems’

Science: (LL 4.1, 4.2, 5.1, 5.2, 6.1, 6.2.); SOSE: PS 4.2, 5.2, Science: (LL 4.1, 4.2, 5.1, 5.2, 6.1, 6.2.); SOSE: PS 4.2, 5.2, 6.2 ) etc6.2 ) etcCompare a

toad’s diet with native frogs and toads

Interpret current State and Fed Govt. strategies and plans for containment and evaluate their effectiveness

Explain and describe a variety of Aussie ecosystems

Explain biodiversity and justify why is it important?

Research where cane toads originated?What is their natural food source, predators, density etc?

Explain why cane toads were introduced into Australia? Describe ‘biological’ control?

Analyse the anatomy and adaptations of a cane toad

Investigate how cane toads kill native fauna and flora?

Propose how cane toads affect waterways?

Compare cane toad breeding cycles and reproduction with native frogs and toads

Analyse current toad distribution within Australia. Predict future projections?

Propose necessary characteristics of a healthy ecosystem

Investigateand analyse recent case studies and data

Investigate and explain how cane toads travel?

Design and construct a toad free local habitat

Effects of cane toads on Australian ecosystems

APPLYING LEARNING PROCESSES

WITHIN CO-CURRICULAR CONTEXTS

CONTEXT: PASTORAL CARE CONCEPT: RELATIONSHIPS / BELONGING

Identify the characteristics of friendship outlined by the author Compare and contrast your ideals of FRIENDSHIP with those of the authors Explain why friends are important to you Analyse a situation when a friend has helped you through a difficult time Evaluate the reliability of this article Propose strategies you might use to help a friend who is achieving poorly at school

How can we integrate/connect How can we integrate/connect curriculum?curriculum?

Solar system modelSolar system modelTractor wheel model (NBSHS)Tractor wheel model (NBSHS)

What’s around the corner?What’s around the corner?

2008????? New syllabus?2008????? New syllabus?Key learningsKey learnings