Quality Curriculum Checklist

Karen Yager – Professional Learning and Leadership Coordinator

1 Quality Curriculum Checklist K-12 Programming Overview for TARS

1. Scope and Sequence of Program:

. Outcomes: Depth not breadth – not too many per unit. . Focus: Topic/Subject to be covered. . Concept: Overarching concept of learning. . Key Learning Ideas: Two – four key learning ideas for each unit of work. (Primary programs such as those using a COGS framework may include more.) . Assessment Tasks: Outline of task/s and outcomes being assessed.

2. Assessment Tasks (At least two):

. Outcomes: Depth not breadth – not too many per task. . Key Learning Ideas: Key understanding and skills to be assessed – come from the outcomes. . Explicit steps and nature of task: Clearly linked to key learning ideas and outcomes and transparent. . Explicit quality criteria: Exactly what students will be assessed on based on outcomes being assessed. . Quality of Task: Challenging, higher-order, allows for differentiation through the choice of tasks and/or the medium of production. Look carefully at the verbs! . Marking Guidelines: Clearly linked to outcomes and are explicit. . Models, scaffolds and/or Exemplars . Teacher, Self and/or Peer Assessed

3. Program (Look at one for a stage)

. Explicit teaching strategies such as literacy and numeracy strategies, e.g. scaffolds, vocabulary and spelling exercises, and listening activities. . Cross curricular content addressed such as ICT, Environment, Difference and Diversity. . Evidence of learning explicitly detailed. . Evidence of differentiation through alternative tasks. . Mandatory policies addressed in most units of work such as Aboriginal Education Policy and Gifted and Talented Policy. . Metalanguage for each unit included. . A range of resources – not just textbooks! . Transparency: A new scheme teacher or a casual teacher could pick up the program and teach it.

2 7-12 Programming

Continuum of Learning

. A scope and sequence of the units of work for a stage is included.

YES NO

. A scope and sequence of skills and understanding for each stage is evident.

YES NO

. A scope and sequence of assessment tasks for each stage is evident.

YES NO

Focus

. Topic or area to be covered stated clearly

YES NO

Key Learning Ideas/Concept

. Overarching concept or main idea evident

YES NO

. Key learning ideas of the unit of work stated. A 5-week unit of work should have no more than 2-4 key learning ideas.

YES NO

Outcomes

. Outcomes are connected directly to the concept, key learning ideas and teaching strategies.

YES NO . Outcomes are evident on the program for each unit of work and are central to programming.

3 YES NO

. Depth not breadth! Not too many outcomes used for each KLA unit of work.

YES NO

. Units of work have learn to’s and learn about’s recorded.

YES NO

Assessment Tasks

. Evidence that a manageable number of outcomes are being addressed through assessment.

YES NO

. Evidence that assessment measures explicitly student understanding of the key learning ideas.

1 2 3 4 5

. Assessment of learning (summative) used to pre-test prior knowledge and post test knowledge.

1 2 3 4 5

. Assessment for learning (formative) is integrated and scaffolded into the program. Stand alone tasks that are unrelated to what is being taught are not used. (It is not necessary to abandon conventional assessment but programs should incorporate at least one authentic task that challenges and engages students such as Inquiry-based research or an open-ended task.)

1 2 3 4 5

. Explicitly states links to content, outcomes and quality that is expected.

1 2 3 4 5

. Provides valid and reliable evidence of student learning 1 2 3 4 5

4 . Evidence of differentiation being used to ensure inclusivity such as through open-ended tasks, inquiry-based research, the medium of production that students can use to present the task and/or in the range of alternative choices available to the students.

1 2 3 4 5

. Exemplars and/or annotated models present.

1 2 3 4 5

. Evidence of self and peer assessment being used.

YES NO

. Evidence of students being encouraged to use a range of technologies to design and deliver assessment tasks.

1 2 3 4 5

Teaching Strategies . Stated explicitly and linked to outcomes and key learning ideas.

1 2 3 4 5

. Evidence of explicit literacy strategies, such as: the metalanguage of the subject, scaffolds and/or annotated models for texts, spelling and vocabulary activities, listening and speaking activities, grammar and syntax activities, etc.

1 2 3 4 5

. Refers explicitly to numeracy strategies, such as: graphs, surveys, timelines, etc.

1 2 3 4 5

. Evidence of differentiation indicated by alternative learning activities.

1 2 3 4 5

. Evidence of a range of technologies being used to deliver teaching strategies.

5 1 2 3 4 5

Mandatory Policy Areas and Cross Curriculum Content

. Evidence that policies such as: Gender Equity, Aboriginal Education, Gifted and Talented; and cross curriculum content such as: Diversity and difference, ICT, Literacy and Numeracy and Work, Employment and Enterprise and Civics and Citizenship have been addressed and integrated into the program.

1 2 3 4 5

Life Skills (If applicable)

. Evidence of life skills outcomes in program.

YES NO

. Evidence of adjustments, support, alternative activities and moderated assessment tasks.

1 2 3 4 5

ESL (If applicable)

. Evidence of ESL outcomes in program.

YES NO

. Evidence of explicit teaching strategies such as scaffolding.

1 2 3 4 5

6 English 7 – 10

Concepts and Key Learning Ideas

. Focus on learning rather than themes and texts such as: craft, characterisation, transformation, representation, appropriation, imagery, narrative voice, subversion, manipulation, construction, adaptation, contextualization, genre, persuasion, interpretation or others’ perspectives.

1 2 3 4 5

Content and Teaching Strategies

. Texts such as novels and poetry used as vehicles for learning.

1 2 3 4 5

. All language modes are addressed over a stage: reading, writing, listening, and viewing and representing (visually representing).

YES NO

. A range of texts is evident and the texts are suited to the interests and abilities of the students.

1 2 3 4 5

In Stage 4 Fiction at least two works Poetry a wide range of types of poems Film, or film on at least two works video or DVD Nonfiction at least two works Drama at least two works

In Stage 5 Fiction at least two works Poetry a variety drawn from different anthologies and/or study of one or two poets

7 Film, or film on at least two works video or DVD Nonfiction at least two works Drama at least two works

. Evidence that students are taught explicitly about:

- Language forms and features and structures of texts

1 2 3 4 5

- Figurative devices and imagery

1 2 3 4 5

- Visual literacy and Cineliteracy

1 2 3 4 5

- Critical analysis and evaluation

1 2 3 4 5

- Imaginative, critical and interpretative writing

1 2 3 4 5

ICT

. Evidence of outcome 3 being addressed in stage 4 and stage 5:

- Explicit teaching of word processing and editing techniques

1 2 3 4 5

- Explicit teaching of desktop publishing such as using graphics in a multimedia presentation or webpage, evaluating appropriate layout and design principles for a specific audience

1 2 3 4 5

- Explicit teaching of creating, importing and manipulating graphics

8 1 2 3 4 5

- Evidence of students learning about the ethics of information communication through technology

1 2 3 4 5

- Evidence of stage 5 students learning about advanced forms of digital communication such as video conferencing

YES NO

9 Science 7-10

Concepts and Key Learning Ideas

. Focus on learning rather than themes or content such as: interrelationships, sustainability, transformation, energy, transference, connections, effects, interdependence, motion, adaptation, biodiversity, application, validity, propagation, investigation, innovation, circuitry, structures, evolution, formation, systems or management.

1 2 3 4 5

Context

. All units of work have included a mandatory context that is suited and relevant to the students’ context and interests, and enables students to understand the Prescribed Focus Areas, Domain and Skills outcomes. E.g. Coastal Management, Future Energy Sources or Global Warming.

1 2 3 4 5

Outcomes

. Al least one or more mandatory Prescribed Focus Area outcome (PFA) are evident in every unit of work.

YES NO OH&S

. Teaching programs reflect relevant State and Commonwealth legislation, regulations and standards including Occupational Health and Safety Standards, Chemical Safety in Schools and Animal Welfare guidelines.

1 2 3 4 5

Content and Teaching Strategies . Practical experiences occupy a minimum of 50% of allocated course time. In the stage 4 and 5 program students are experiencing hands-on activities such as: laboratory investigations, fieldwork, using a range of data collection technologies and strategies, researching by using the library, internet and CD-ROMs, using models, using or reorganising second-hand data including those in spreadsheets and databases, extracting information and reorganising information in the form of flow charts, tables, graphs, diagrams, prose, keys, spreadsheets and databases.

10 1 2 3 4 5

. Evidence of explicit references to teaching science literacy such as: how to read graphs, diagrams, textbook illustrations, write an explanation or evaluation, listen and comprehend, etc.

YES NO

. Evidence of a range of teaching activities that allow students to analyse data and information, evaluate issues and problems, identify questions for inquiry and investigation and draw evidenced-based conclusions.

1 2 3 4 5

ICT . Evidence of students using:

- Computer animations and simulations, video and film resources to capture and analyse information not readily available as a primary source. 1 2 3 4 5

- Data loggers to collect and record data.

YES NO

- spreadsheets, databases, flow charts, tables, graphs, diagrams, prose and keys

1 2 3 4 5 Assessment

. Students are required to undertake at least one substantial research project during each of Stage 4 and Stage 5. At least one project will involve hands-on practical investigation. At least one Stage 5 project will be an individual task.

1 2 3 4 5

Mathematics

11 Concepts and Key Learning Ideas

. Focus on learning rather than textbook strands that fragment the content, such as: representation of data, relationships, probability, measurement, space, substitution, patterns.

1 2 3 4 5

Outcomes

. Outcomes are connected directly to the concept, key learning ideas and teaching strategies.

YES NO

Content and Teaching Strategies

. Evidence of strategies that address the knowledge and skills and working mathematically.

1 2 3 4 5

. Evidence that programs cover Number, Patterns and Algebra, Data, Measurement, Space and Geometry and include a range of topics such as: fractions decimals percentages consumer arithmetic probability algebraic techniques coordinate geometry graphing and interpreting perimeter data area surface area and volume trigonometry properties of solids geometrical figures deductive geometry.

Assessment

. Evidence of substantial and sustained opportunities for authentic assessment connected to the real world and measuring syllabus outcomes.

1 2 3 4 5

ICT

12 . Evidence of students using: data bases, excel spread sheets, calculators, FIX mode on a calculator (or the Format cell function on a spreadsheet) for rounding decimals, computer drawing programs, and a range of mediums for presentation of assessment.

1 2 3 4 5

HSIE 7-10

Concepts and Key Learning Ideas

. Focus on learning and integrating content, such as: sustainability, democracy, relationships, conflict, investigation, interaction, colonization, transformation, and others’ perspectives.

1 2 3 4 5

Outcomes

. Outcomes are connected directly to the concept, key learning ideas and teaching strategies.

YES NO

Content and Teaching Strategies

. In Geography, evidence of students using Geographical tools, such as maps, graphs, statistics, photographs and fieldwork, assist students to gather, analyse and communicate geographical information in a range of formats.

1 2 3 4 5

. In History, evidence of students investigating history including analysing sources and evidence and sequencing major historical events to show an understanding of continuity, change and causation.

1 2 3 4 5

. Evidence of a range of opportunities for students to gather, process and communicate information from a variety of primary and secondary sources.

1 2 3 4 5

13 . Evidence of a strong focus on developing a deep understanding of civics and citizenship.

1 2 3 4 5

. Evidence in stage 5 of the Australian context being the primary focus.

YES NO

Assessment

. Evidence of substantial and sustained opportunities for authentic assessment connected to the real world and measuring syllabus outcomes.

1 2 3 4 5

. In Geography, mandatory fieldwork evident in stage 4 & 5 where students are investigating a geographical issue through fieldwork by developing and implementing a research action plan.

YES NO

ICT

. Evidence of opportunities in assessment and teaching activities for students to use the Web 2 to investigate and research evidence and information.

1 2 3 4 5

Industrial Technology (Mandatory) Stage 4

14 Concepts and Key Learning Ideas

. Focus on conceptual learning, such as: sustainability, design, craft, function and aesthetics.

1 2 3 4 5

Outcomes . Outcomes are connected directly to the concept, key learning ideas and teaching strategies.

YES NO

Content and Teaching Strategies

. Evidence of strategies that develop students’ understanding of the design process, the work of designers, the impact of technological advancement on society and the use of materials in a range of technologies.

1 2 3 4 5

. Evidence of a range of opportunities for students to plan and construct quality products.

1 2 3 4 5

. Programs in stage 4 focus on the processes of designing through the development of design projects in the areas of: Built Environments, Products and Information and Communications.

YES NO

. Evidence of explicit teaching of literacy strategies such as: scaffolds and models for writing evaluations, critical reflections and reports.

1 2 3 4 5

OH&S

. Teaching programs refer explicitly to the teaching of safe practices for practical work environments, including risk identification and using hand tools, power tools and machines.

YES NO Assessment

15 . Evidence of a range of opportunities for students to investigate and research the processes and products of design and create quality products.

1 2 3 4 5

PDHPE

Concepts and Key Learning Ideas

. Focus on conceptual learning, such as: well being, relationships, resilience, connectedness, identity, movement, performance, communication, and cooperation.

1 2 3 4 5

Outcomes

. Outcomes are connected directly to the concept, key learning ideas and teaching strategies.

YES NO

Content and Teaching Strategies

. The four modules are addressed in stage 4: Self and Relationships; Movement, Skill and Performance; Individual and Community Health; and Life-long Physical Exercise.

YES NO

. Teaching strategies explicitly address the skills of communication, interractaction, problem-solving, decision-making, planning and moving.

1 2 3 4 5

Assessment

. Evidence of a range of tasks that include: prepared and impromptu oral presentations, poster presentations, preparation of videos or audiotapes, role-plays, debates, interviews, demonstrations, performances, logbooks, group presentation, research projects, written reports and displays.

1 2 3 4 5

16 . Evidence of tasks that assess movement skills.

1 2 3 4 5

ICT

. Evidence of activities or tasks that enable students to enter data; import, mailmerge and reformat data/fields.

YES NO

. Teaching and learning activities include exploring the ethical issues in the use of ICT and producing reports with regard to ethical considerations.

1 2 3 4 5

Visual Arts

Concepts and Key Learning Ideas

. Focus on conceptual learning, such as: aesthetics, design, appropriation, transformation, imagination, representation, and contextualisation.

1 2 3 4 5

Outcomes

. Outcomes are connected directly to the concept, key learning ideas and teaching strategies.

YES NO

Content and Teaching Strategies

. Evidence of a range of opportunities for students to make artworks using a range of materials and techniques in 2D, 3D and 4D forms, including traditional and more contemporary forms, site-specific works, installations, video and digital media and other ICT forms, to build a body of work over time.

1 2 3 4 5

17 . Evidence of a range of opportunities for students to investigate and respond to a wide range of artists and artworks in artmaking, critical and historical studies; and interpret and explain the function of and relationships in the artworld between the artist – artwork – world – audience to make and study artworks.

1 2 3 4 5

Assessment

. Evidence that students are recording procedures and activities about their artmaking practice in a mandatory Visual Arts diary.

YES NO

. Evidence that students have been supported to produce a mandatory body of work.

1 2 3 4 5

ICT . Evidence that students are using the Web 2 for investigation, research and communicating information.

1 2 3 4 5

. Evidence that students are creating artworks in a range of technologies such as: Photoshop, Moviemaker, etc.

1 2 3 4 5

Music 7-10

Concepts and Key Learning Ideas

18 . Focus on conceptual learning, such as: performance, artistry, improvisation, extemporisation, contextualization, interpretation and manipulation.

1 2 3 4 5

Outcomes

. Outcomes are connected directly to the concept, key learning ideas, topics and teaching strategies.

YES NO

Content and Teaching Strategies

. Evidence of a range of opportunities for students to extend listening skills and compose and perform music.

1 2 3 4 5

. Evidence of the explicit teaching of musical literacy through notation, terminology, and the reading and interpreting of scores.

1 2 3 4 5

. Evidence of explicit teaching of the musical concepts: duration, pitch, dynamics and expressive techniques, tone colour, texture and structure through teaching and learning activities.

1 2 3 4 5

. Evidence that programs include a range of musical contexts such art music and a range of music that reflects the diversity of Australian culture, including music of Aboriginal and Torres Strait Islander peoples.

1 2 3 4 5

Assessment

. Evidence of a range of tasks that assess performance, listening and composing.

19 1 2 3 4 5

. Evidence of a range of research tasks and assignments that use a variety of primary and secondary sources and may be delivered in oral and/or written form, or with the use of tools such as multimedia technologies.

1 2 3 4 5

. Evidence of opportunities for peer and self assessment.

1 2 3 4 5

ICT

. Evidence that students are using the Web 2 for investigation, research and communicating information about composers, performing groups, music in other cultures, and recordings and delivering multimedia presentations that include graphic and auditory components.

1 2 3 4 5

. Evidence that students are engaging with simulation/modelling using computer-based notational and performance software and accessing and using MP3 and MIDI files.

1 2 3 4 5

20 Concept: (The overarching idea of the unit)

Key Question: (What is the big picture question that you would want students to be able to answer at the end of the unit?) Key Learning Ideas: (Two – Three key learning ideas that students should understand by the end of the unit. They are based on the outcomes and reflect the Concept)

Assessment Task/s: (List outcomes and Cross curricular content: (In syllabus) Outcomes: (Aim for depth!) give an overview of the tasks) Literacy: (What are the literacy strategies being employed?)

Numeracy: (What are the numeracy strategies being employed?)

Language Modes: (Speaking/Listening/Reading/Viewing & Representing)

Rationale (include reference to Quality Teaching)

What do you want the students to learn? Why is it important? How will you know that students are learning?

21 SYLLABUS TEACHING AND LEARNING STRATEGIES AND ACTIVITIES EVIDENCE OF CONTENT LEARNING Week 1 (A brief statement that outlines how you know that the students can do this or are learning this)

22 Stage Weeks 1 2 3 4 5 6 7 8 9 10 Term Outcomes: Outcomes: 1 Unit Focus Area & Concept: Unit Focus Area & Concept:

Deep knowledge: Deep knowledge:     Assessment task 1: Assessment task 1: