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SC1S No: 985856 ISBN 0 7307 2717 3
• ѓ#1•7 mister's forewor
Pro'a ьІ y the greatest challenge facing education in Western Australia is that of meeting students' needs as we enter the twenty-first century.
The Curriculum Council's Curriculum Framework has placed this State at the forefront of curriculum development in Australia.
The task of the Council's Post-Compulsory Education Review is to ensure that upper-secondary is consistent with the Framework and meets the numerous and increasing demands upon our schools. These demands include widespread provision of vocational education and training, responding to the changing workplace and the spread of information technology, and greater flexibility in delivery of education to young people.
The first stage of the Review has involved consultation with educationists, teachers, students and industry representatives to develop this discussion paper for community consideration.
The paper proposes a new post-compulsory education system that aims to ensure all students are provided with opportunities to develop the knowledge, understandings, skills and values to succeed in their lives.
I expect community involvement to be extensive during the consultation phase of the Review. There will be school visits and community seminars in country and metropolitan areas to provide information to teachers, parents and the wider community and to seek their input.
I invite you to respond to the suggestions presented in this paper, by making a submission and/or using the questionnaire provided.
I look forward to your contribution to the Post-Compulsory Education Review Discussion Paper.
COLIN BARNETT ILA MINISTER FOR EDUCATION September 1999 Acknowledgements
In accordance with its statutory brief, the Curriculum Council is committed to establishing an outcomes- focused post-compulsory education system that meets the needs of all learners.
The Council recognises that to do this effectively, it needs to consult with all major stakeholders. These include the students themselves, teachers, schools, and the parents and community members who support young people during this important stage of their lives. In addition, post-school destinations, including employers, the vocational education and training sector and the university sector, need assurances about the outcomes achieved.
Since the mid-1980s, the responsibility of the Council, and its predecessors, has been brought into progressively sharper focus by the diversity of post-compulsory students. The achievements, aspirations and interests of young people, and the changing nature of the post- school world, especially in terms of opportunities and community expectations, are central to the considerations for change.
This discussion paper represents the first stage in the Council's work of ensuring that students in Western Australia undertake their post-compulsory education in a context that is challenging, flexible, equitable and inclusive. Our aim is to provide outcomes that are valued by the community as the basis for achievement in post-compulsory schooling.
1 would like to thank all those who have been involved in the preparation of this paper. Consultation has been extensive, and the input of all groups and individuals, and the time they have spent developing and suggesting ideas have been appreciated by the Council. In addition, the work of the Council's Post-Compulsory Education Review Secretariat in drawing all of this information together has been outstanding.
Professor Lesley Parker Chairperson Curriculum Council Introduction 1 Section 1: Process 3 1.1 Terms of reference 3 1.2 Consultation process 5 1.3 Research and analysis 7 Section 2: Background 9 2.1 The broadening curriculum 9 2.2 Standards, moderation and assessment 11 2.3 Certification 11 2.4 Post-school destinations 12 Section 3: What happens now 15 3.1 Curriculum 15 3.2 Breadth and depth 17 3.3 Standards 18 3.4 Assessment 18 3.5 Certification 21 3.6 Post-school destinations 22 Section 4: Issues 25 4.1 Curriculum 25 4.2 Breadth and depth 26 4.3 Standards 27 4.4 Assessment 27 4.5 Certification 28 4.6 Post-school destinations 29 Section 5: The way forward 31 5.1 Outcomes-focused curriculum 31 5.2 Breadth and depth 33 5.3 Standards 33 5.4 Assessment 34 5.5 Certification 35 5.6 Post-school destinations 36 Section 6: Possible solutions 37 6.1 Concepts for change 37 6.2 Concept 1 39 6.3 Concept 2 42 6.4 Concept 3 48 Section 7: Process for change 51 7.1 Implications for change 51 7.2 Consultation phase 51 7.3 Implementation 52
References 53 Appendix 1: Involvement in the Post-Compulsory Education Review 55 Appendix 2: Research papers 61 Appendix 3: Timetabling 63 Appendix 4: Certification in Concept 2 67 Appendix 5: Glossary 69 Appendix 6: Abbreviations 71
Introduction
The purpose of this paper is to provide a stimulus for public consultation and discussion about the
future of post-compulsory secondary education in Western Australia.
Preparing for the twenty-first century Citizens of the twenty-first century will require knowledge and skills that enable them to be creative and enterprising. Initiative, risk-taking, lateral thinking and resourcefulness will be vital to success. People will need to be flexible and adaptive in a society that is changing economically and socially. They will need to be technologically competent, capable of using the opportunities of the digital world and self-managing of careers that may change many times. As life-long learners, they will need to continue to access education and training.
Structural change in the labour market since the 1970s has led to a widening focus for post-compulsory education. Today, in a knowledge-based world economy emphasis should be placed on the skills and creativity of people, in particular, young people, to ensure future prosperity. In addition, information and communication technologies are altering economic and social relationships, on a local and global scale. They will have a significant impact on the organisation of knowledge and the way students learn.
Post-compulsory education needs to address the values that underpin citizenship in our society. The National Goals of Schooling (1999), agreed to by Commonwealth and State Education Ministers, emphasise the importance of each citizen having the knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society:
A focus on student learning Accountability for schools will be determined by what has been learned by students. As foreshadowed by Western Australia's Curriculum Framework, which will be implemented in all schools K-12 by 2004, this will require a change in post-compulsory curriculum policies and practices. Public confidence should be ensured through the identification of explicit standards that guide students to improved achievement in a wide range of endeavours.
The Curriculum Framework provides the basis to offer learning opportunities to prepare students for the future and will underpin the learning and teaching philosophy for post-compulsory education. It specifies a set of outcomes that students should know, understand, value and be able to do as a result of their schooling. It is designed to enable students to achieve outcomes that are explicitly and publicly described.
The last major changes to post-compulsory schooling in this State were introduced following the McGaw report Assessment in the Upper Secondary School in Western Australia (1984). Since that time, adjustments have been made to respond to a changing environment. Recent developments, however, have led to the need for more comprehensive change.
While the post-compulsory system has considerable strengths, it is clear to many that changes are required if curriculum is to sustain its relevance for students. The aspirations of young people should be at the centre of all planning for change. Post-compulsory schooling needs to be for all students. It should cater for vocational and academic needs, and provide support for the development of values and active engagement in society.
i Post-compulsory Education Review The Curriculum Council is conducting a review of post-compulsory education. An open process has been adopted for the Review, rather than an in-committee approach.
Contributions have been sought from students, teachers, parents, schools, education and training agencies, universities, industry and community organisations, and representatives from these groups have participated in the many committees and seminars convened by the Council.
Working papers and submissions received have been placed on the Curriculum Council's website to enable wide community involvement, and a listsery and an Internet discussion forum have been used to generate ideas. As one contributor has said, the Review has been conducted along the lines of both 'thinking aloud' and 'thinking allowed.
This discussion paper aims to promote debate about the philosophy and practice of post-compulsory education. No decisions have been made; the intention is to engage the wider community in considering the possibilities, exploring the implications of change and providing suggestions.
Section 1 outlines the terms of reference for the Review, describes the process, and details research that has been conducted to inform the Review. Section 2 provides an overview of post-compulsory education in Western Australia from 1984 to 1999. Section 3 outlines the current post-compulsory education system, and describes each component of the system: curriculum, breadth and depth of study, standards, assessment, certification and selection for post-school destinations. Section 4 presents issues in relation to the existing system that have been identified in reference and focus group discussions, and the many submissions in the first stage of the Review process. Section S outlines emerging directions for change as indicated in the Review process. Section б proposes three concepts for consideration and exemplifies these through student case stories. The proposals attempt to accommodate the complexities and various views that have emerged from the Review process. Section 7 considers the implications of change and describes the way in which change could be negotiated and evolve over a period of time.
There will be a six-month consultation period to provide opportunity for feedback from the community. A final report will be prepared and will be presented to the Minister for Education in August 2000.
Invitation to contribute You are invited to respond to this paper and contribute to the reform process. The six-month consultation period will involve a series of community meetings and regional seminars to inform the community and encourage people to provide their ideas for the future.
A questionnaire has been developed to help you respond to this discussion paper. The Curriculum Council encourages you to complete the questionnaire and/or to make submissions, by Friday 7 April 2000.
2 Section 1: Process
This section outlines the rationale for the Post-compulsory Education Review as defined in the
terms of reference stated in the Curriculum Council Act 1997. It sets out the consultation process
adopted for the Review and briefly describes the research and analysis undertaken in the first
stage of the Review.
1.1 Terms of reference The role of the Curriculum Council is set out under the objects of the Curriculum Council Act 1997, which replaced the Secondary Education Authority Act 1984. The Curriculum Council Act states:
4. (b)provide for the development and implementation ofa curriculum framework for schooling which, taking account of the needs of students, sets out the knowledge, understanding, skills, values and attitudes that students are expected to acquire; (c) provide for the development and accreditation of courses of study for post-compulsory schooling; and (d) provide for the assessment ond certification of student achievement.
The following extracts from the Act serve as the terms of reference for the Post-compulsory Education Review:
9. (1)It is a function of the Council to -
(g)establish, in accordance with the approved curriculum framework, the minimum requirements for graduation from secondary school and for the issue ofa certificate of student achievement;
12. It is a function of the Council to -
(d) after consultation with such persons and bodies having functions relating to secondary education, vocational education and training, and university education as the Council thinks fit, establish and carry into effect procedures for - (i) assessment of achievement of students undertaking post-compulsory schooling, and the proper conduct of that assessment, including school and external assessment for the purposes of certification; and (ii) ensuring the comparability of assessments of student achievement; (e) after consultation with such persons and bodies having functions relating to secondary education, vocational education and training and university education as the Council thinks fit, determine the courses of study to be assessed within secondary schools or by the Council for the purpose of entrance to a university or as a prerequisite for vocational education and training; (ю consult with universities, and persons and bodies having functions relating to vocational education and training, with respect to requirements and procedures for admission to university and vocational education and training, and review from time to time the effects of those requirements and procedures; and (g) provide information to universities, and persons and bodies having functions relating to vocational education and training, on the achievement of students seeking admission to university or to vocational education and training.
з The Act introduced four new dimensions that will affect the way in which curriculum is structured in the post-compulsory years and provide the basis for the Council to conduct its Review.
Curriculum Framework The Act requires that the Curriculum Framework be implemented across all levels of schooling, from Kindergarten to Year 12. It is underpinned by seven key principles that guide teaching and learning practices in schools.
The Curriculum Framework's focus on outcomes has significant implications for post- compulsory education. It represents a major shift away from a curriculum that has focused on educational inputs and has been structured around subject syllabuses. It foreshadows changes in the way courses are structured and delivered in schools for students in the late adolescent phase of development.
The principles of the Courses of study The Act introduced the term 'course of study' as a curriculum organiser. The Act Curriculum Framework defines a course of study as a course, education programme, subject or syllabus. An encompassing view of curriculum A key purpose of the change of name is to accommodate a curriculum structure that includes Vocational Education and Training and incorporates values that An explicit support the whole development of students in post-compulsory education. acknowledgement of core values Student achievement The Act has introduced the concept of explicit standards for the reporting of Inclusivity the outcomes that can be achieved by students in post-compulsory education. Flexibility As the Minister noted in his second reading speech, "The term 'student performance' has been replaced with the term 'student achievement', reflecting Integration, breadth the move towards an outcomes-based approach." and balance While the Act, like its predecessor, the Secondary Education Authority Act 1984, A developmental requires that there be comparability of student performance for purposes of entry approach to universities and vocational education and training, there is a new obligation to Collaboration and report what students have actually learned or can do as a consequence of their partnerships schooling.
Graduation requirements Section 9(1)(g) of the Curriculum Council Act requires the Council to set minimum requirements for graduation and reporting of student achievement in accordance with the approved Curriculum Framework. The Act places on the Council a legal obligation to ensure that the Curriculum Framework is an integral part of reporting in the post-compulsory years.
4 1.2 Consultation process Post-compulsory education seminar The Curriculum Council commenced the Review in May 1998 with the convening of a major seminar involving 120 participants from schools, universities, training organisations, industry and the community.
To inform the Review, the Council commissioned an educational consultant, Mr Dean Ashenden, to produce a background paper, Review of post-compulsory education, outlining recent developments and current issues in post-compulsory education.
Submissions were also received from the Education Department of Western Australia, the Catholic Education Office, the Association of Independent Schools Western Australia, the Western Australian Department of Training and the university sector.
Professor Peter Hill of Melbourne University provided a comprehensive overview of the issues that were likely to affect and influence directions for post-compulsory education in the future, and emphasised the trend toward combining vocational and general education.
The seminar identified a number of issues associated with post-compulsory education, and highlighted both the need and support for change. The Council considered the seminar's findings and reached decisions about the way in which the Review would be conducted. It was agreed that:
• the Curriculum Framework K-12 would set the vision for learning and should be the starting point of the Review; • many issues associated with the existing system would need to be addressed, both in terms of retaining existing strengths and tackling the areas that required attention; • the system implemented should be sufficiently adaptive to accommodate the changing environment of the next twenty years; and • the process for the Review would be as open as possible, and draw on the strengths of the collaborative processes used for the development of the Curriculum Framework.
Consistent with the open approach, many opportunities were provided for people in schools, school districts, universities, vocational education and training, the workplace and the community to meet and directly contribute to the preparation of the discussion paper. Involvement is listed in Appendix 1.
Vision Implementation Group To assist the process of developing this discussion paper, in September 1998 the Council established a group of representatives of schools, universities, training organisations and industry. It was named the 'Vision Implementation Group' to reflect the Council's view that the Curriculum Framework provided the 'vision' for the Review. Over the eleven months required to develop this paper, the group met eleven times.
Community Reference Group The establishment of the Community Reference Group reflected the Minister's comment in the second reading speech that one of the key tasks of the Curriculum Council was to obtain and respond to community input. The group of representatives from parent organisations, industry, unions, home schooling, religious organisations and classroom teachers met six times during the preparation of the discussion paper.
Student Reference Group and Student Forums The decision to establish a Student Reference Group had its origins in a successful student forum conducted during the development of the Curriculum Framework. It was decided that similar forums would be used to obtain the views of students about post-compulsory education.
The Student Reference Group, formed to plan and manage the forums. It comprised representatives from schools, universities, training organisations and the workplace. 5 The first of the student forums, held in March 1999, involved 130 participants from 28 city and country schools and 30 recent school leavers from university, TAFE and the workforce. A second student forum is planned for 2000 and regional meetings will be convened to give students at country schools the opportunity to contribute.
Council committees In the first stage of the Review members of three major committees of the Curriculum Council (the Post- Compulsory Education Committee, the Curriculum Framework Committee and the Aboriginal Advisory Committee) provided input about issues.
Focus groups Focus groups were established to consider post-compulsory education issues relevant to their expertise and interest:
. School to University: representatives from schools and universities; . School to Training: representatives from schools and the VET sector; . School to Workplace: employers and representatives from schools; . Curriculum: individuals from schools and universities with extensive experience in and knowledge of curriculum development; . Teacher: classroom teachers from government and non-government schools; and . Students at Educational Risk: individuals with experience and knowledge of students deemed to be at 'educational risk:
Schools Schools were informed about the Review through circulars and newsletters and at Curriculum Council district seminars and syllabus meetings. All secondary schools were sent the Post-Compulsory Education Review school package, which included background information, key issues for discussion and activities to encourage student involvement.
Presentations and discussions During the preparation of the discussion paper, members of the Council, the Vision Implementation Group and the Secretariat met with numerous individuals, schools, parent associations, community groups and organisations.
The internet Working papers have been distributed on the Curriculum Council's website. The site contains records of meetings of the reference and focus groups, and provides information about the latest research and developments of the Review.
A listsery has been established and registrations made directly on-line through the site by members of the community.
Submissions Over sixty submissions have been received covering a range of topics associated with post-compulsory education. Many have been placed on the Curriculum Council's website, to enable community access.
б 1.3 Research and analysis
The Review has been supported by ongoing and extensive research and analysis by the Curriculum Council's Secretariat. The Secretariat has undertaken a thorough analysis of post-compulsory education in Western Australia, and education theory and practice, both in Australia and overseas. Academic studies and documents from national and international curriculum authorities and research organisations have informed research. A list of research papers is provided in Appendix 2, and summaries of some research papers are available on the Curriculum Council's website.
An analysis of post-compulsory education in Western Australia In addition to the papers considered at the May 1998 Seminar, the Curriculum Council has participated in a number of projects, including:
Student patterns of participation • profiling of 1998 Year 12 student files and examination papers to assess what outcomes are being achieved; • developing detailed profiles representing the range of students enrolled in post-compulsory courses and mapping their achievement in terms of the Curriculum Framework outcomes; • profiling the breadth of learning of 1998 Year 12 students; and • contrasting participation patterns (with gender, location, socioeconomic status and ethnicity as variables) before, during and after the implementation of the Curriculum Framework.
Curriculum development • linking the training Key Competencies to the Curriculum Framework outcomes; • mapping TEE subjects to the Curriculum Framework, and identifying outcomes; • mapping VET units of competency to subjects and the Curriculum Framework; • exploring possible options for developing courses of study according to the emerging directions and existing systems within and outside Australia; and • developing a framework for Structured Workplace Learning that aligns units of competency.
Standards and assessment • establishing a Geography Standards Project, which investigates the possibility of using Rasch item response theory' to develop scales of achievement; • investigating the application of the Rasch model to Wholly School-Assessed subjects, using an approach similar to that of the Average Marks Scaling method used in 1998 for tertiary entrance subjects; • participating in the ACACA International Education Benchmarking Research Project; • analysing the effects of reducing the length of external examinations to two hours; • researching outcomes-focused external assessment for Drama Studies; and • analysing change in 1985 - 1998 Human Biology examination papers.
'Rasch item response theory involves locating a point on a scale between two consecutive levels of achievement. 7 Interstate and international research Many education systems, including those of New South Wales, Victoria, New Zealand and Scotland, have recently conducted reviews of post-compulsory education. Reports from these systems have provided valuable information and guidance to the Review.
Post-compulsory education systems in each of the Australian States and overseas have been analysed in detail. This has involved the preparation of a number of research papers on various topics, including:
• a comparison of the curriculum, assessment and certification procedures of the Australian States and Territories; • information on education systems in England, Wales, Scotland, France, Germany, the United States and Canada; • research on the International Baccalaureate and the Proficiency-based Admissions Standards System used in Oregon, USA; • analysis of vocational education and training developments, including its rapid expansion in schools; • comparison of national and international selection processes for tertiary education, using the work of Andrich and Mercer (1997) and identification of best practice; and • comparison of workplace programs for school students, both nationally and internationally, and identification of best practice.
Scenarios for possible change To assist the reference and focus groups and the wider community in their discussions, the Vision Implementation Group devised a series of four scenarios, one of which was the current system, framed around curriculum, breadth and depth, standards, assessment, certification and post-school destinations.
While controversial in their exposure of the extent of possible change, the scenarios proved to be invaluable for the exploration and analysis of post-compulsory education issues and the implications of varying degrees of change. They facilitated the development of curriculum concepts for post-compulsory education consistent with the Curriculum Framework.
8 Section 2: Background
This section provides an overview of post-compulsory education in Western Australia, since major
reforms were implemented following the recommendations of the 1984 McGaw and Beazley
reports. It draws together the key directions of the past fifteen years.
2.1 The broadening curriculum
The early 1980s saw an increasingly diverse and larger group of students continuing into Years 11 and 12. The recommendations of the McGaw report, Assessment in the Upper Secondary School in Western Australia (1984), aimed to cater for this by introducing more flexibility and breadth.
Subjects were split into one-year modules to allow students to alter subject selections for Year 12. In 1985 nearly three quarters of Year 12 students took advantage of this flexibility and changed at least one of the subjects they had studied in Year 11.
The McGaw report sought to broaden studies by enabling students intending to enter university to enrol in some non-tertiary entrance subjects.2 It recommended that university admission be based on an average of three, four or five subjects, rather than necessarily on the five that previously determined the basis for admission. Consequently, in 1985, only a quarter of Year 11 students studied six TEE subjects, compared to 70 percent of students in the previous year.
The McGaw report also recommended that secondary school students have opportunities to access TAFE studies. In addition, the Beazley report, Education in Western Australia (1984), encouraged a greater degree of collaboration between training organisations and the secondary education sectors, and recommended that all curriculum K-12 include life skills.
In an attempt to address these emerging issues, from 1986 onward, schools developed Registered Courses, many of which had a vocational orientation. Although the courses were recorded on the Certificate of Secondary Education they did not receive credit for Secondary Graduation, and were discontinued after 1995.
Additionally, from 1986, TAFE subjects were taught in schools, enabling dual recognition and the development of vocationally-specific skills. As a consequence of matters related to funding and organisation these arrangements were discontinued in 1993.
As retention rates increased (see Figure 2.1) it became increasingly difficult to meet the diverse learning needs of post-compulsory students. A number of reports written in the early 19905 proposed changes to vocational education in schools.
2Non-tertiary entrance subjects are now known as Wholly School-Assessed subjects. 9
Figure 2.1 Apparent Year 10 to Year 12 Retention Rates of Students in Western Australia, 1986 - 1998
80
— 50
ЗО с`3 N
0 1 1 F I I I ł --1 1 1 т- 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998
Year
In 1990, a Western Australian project conducted by a joint schooljTAFE Ministerial Taskforce, Adjusting to the Future, sought to design a post-compulsory curriculum for schools and relevant courses in TAFE that utilised a vocational context while maintaining breadth and depth. It proposed the development of common accreditation policies for subjects, and processes for involving industry in accreditation.
At the national level, the Finn Report, Young People's Participation in Post-Compulsory Education and Training (1991), highlighted the need for people to be multi-skilled, creative and adaptable. It argued that Australia should develop both the quantity and quality of skills and knowledge in the workforce, and that in order to do this the roles of schools and training organisations needed to adjust to change.
In response, the Mayer Report, Key Competencies (1992), developed key competencies that were considered essential for all students to achieve effective participation in work. It was emphasised that Australia's ability to compete internationally would be enhanced if young people acquired the Key Competencies.
The Carmichael Report, The Australian Vocational Certificate Training System (1992), proposed an integrated national system of vocational education and training, including apprenticeships and traineeships.
In an attempt to broaden recognition for Secondary Graduation, from 1993, accredited Wholly School- Assessed (WSA) vocational subjects began to replace Registered Courses. This initiative resulted in changing TAFE from primarily a post-Year 10 destination to a post-Year 12 destination and the number of WSA subjects, some of which included vocational components, increased rapidly.
Most WSA subjects adopted an outcomes approach known as the Common Assessment Framework (CAF). It involved defining standards in order to increase the comparability, credibility and value of school assessment in subjects that were not externally assessed.
Since 1995, schools have been able to embed National Training Modules in WSA and TEE subjects.
1о 2.2 Standards, moderation and assessment
Both the Beazley (1984) and McGaw (1984) reports indicated the need for explicit descriptions of standards.3 They recommended more precise specifications of objectives and assessment strategies for all courses, and the introduction of standards-referenced assessment with norm-referenced measurement.4
School-based assessment procedures were refined to enhance comparability across all schools. A new scale of grading was introduced, based on letter grades A, B, C, D and F. All courses accredited by the Secondary Education Authority were revised to include a statement of course objectives; relevant assessment structures and procedures; and a set of grade-related descriptors that identified the achievement required for each grade. A grading system using grades A, B, C, D and E was piloted in 1993 and fully implemented by 1997.
Over the same period, moderation of student performance became a key issue due tithe dramatic increase in the umber of Year 11 courses bein im•lem- it- • To maximise consensus bëtwëeň schools in dеtегm ип i гіggrades mo•erating panels were estar ishue
• - - • • - • • this initiative contributed to teachers gaining a clearer and - . • •' • • • . • • . • . • - • . • -- - • • • ors assessment structures a_nd- support mateгialc- schnnl visits. consensu5lneetings and, for TEE subiects, examination statistics, contributed to the comparafility of grades. District Seminars were introduced to assist teachers in develoØ. mnarahl_ éacć gcrment programs.
2.3 Certification
In 1986, a new Certificate of Secondary Education (CSE) became available for Year 11 and 12 students at the point of exit from school. For the first time in Western Australia Year 11 students were able to leave school with a centrally-issued certificate that recorded their achievements., The new CSE was based entirely on schooLbased assessment, unlike the previous CSE in which subject gradessincluded a titty percent external examination component.
Secondary Graduation requirements were introduced in 1986. These included achieving a D grade or better in ten full-year Year 11 and Year 12 Accredited Courses, and a literacy requirement, which, as an interim measure, was a D grade in Year 12 English, English Literature or General English.
New Secondá h гуGraduation requirements were рi1іted in 993 І у nc-kidеd.aØathеmatical competence r.e u émént ánd a CCy гäдe.or better in._ei.ght ćqurses_Lhát. included an Efii lish subject and four Year 12 subjects. Students who achieved this received the Western Australian Certificate of Education. In 1997, requirements were changed to a C grade average for ei ht subjects ánd the mathematical competence requirement -wa äi contińűëd. Inád ition, regardless of achievement of Secondary Graduation, a an—Fři õf Results was issued to all students. It listed all Year 11 and 12 subjects completed.
3А standard is a specified level of achievement. 4Standards-referencing is a process whereby an individual's achievement is measured according to set criteria. Norm-referencing is a process whereby an individual's achievement is assessed by comparison to the achievements of others in a defined group.
11 2.4 Post-school destinations
Before 1984, entrance to universities was based totally on results in external examinations. Selection was on the basis of an aggregate of marks and was largely automated through the Tertiary Institutions Service Centre.
To obtain entrance to TAFE students applied to individual TAFE colleges, through a system that required students to queue on a designated day at the college at which they proposed to study.
Following the McGaw report, marks contributing to the Tertiary Entrance Score (TES) comprised fifty percent school-based assessment and fifty percent external examination. To be considered for university entrance, students were required to study at least three TEE subjects, meet the requirements for Secondary Graduation and gain Satisfactory Performance. Satisfactory Performance, introduced in 1986, was defined as achieving an average grade of C in six subjects studied in Year 12, five of which were required to be Year 12 subjects.
The Andrich report, Upper Secondary Certification and Tertiary Entrance (1989), commissioned as a result of concern about the rigour of students' learning programs, led to the tightening of requirements for university entrance. From 1992, the minimum number of subjects for a TES was increased from three to four.
In 1993, the Western Australian Department of Training established a centralised admissions system for entry to TAFE full-time award courses. Selection criteria for entry were identified and published, in association with a new credit point entrance system. Eligible applicants for full-time award courses could be scored and ranked according to the selection criteria. This was designed to ensure equity in the provision of places if there were more applicants than places available.
The puf i FE selection criteria assisted in lifting the status of WSA subjects, a key aim of the c aw report. In addition, the I o• rn • 1 ra an ' pprentices ip and - - ip ystem (МAAТS), introduced in 1996, provided opportunities for students to achieve credit through National Training Modules and to do part-time traineeships while still at school.
A paper by the Director of the Secondary Education Authority, University entrance in Western Australia with particular reference to the Tertiary Entrance Examinations (Pa rtis, 1996), suggested a number of changes to university entrance procedures.Ins Average Marks Scaling5 for the TEE replaced thØustralian Scaling Tesst6which had been used since 1969, t
At the same time Satisfactory Performance for university entrance was discontinued. This affected the breadth of learning for students in Year 12, as many elected to study less than six subjects (see Figure 2.2).
I 5Average Marks Scaling uses the average marks of each student as a measure of ability. 6Previously known as the Australian Scholastic Aptitude Test. 12 Figure 2.2 Number of Year 12 subjects studied by students
16000
14000
ts 12000
den 10000 tu 5 Year 12 subjects
f s 8000 6 Year 12 subjects o r 6000 be
m 4000 Nu 2000
o 1993 1994 1995 1996 1997 1998 Year
From 1998, a student's TES was converted to a Tertiary Entrance Rank (TER). The TER is a number that r students from year to year. The calculation takes into directly reports a student's position relative tooth ě account the number of students who sit the TEE in any year and the number of people of Year 12 school leaving age in the total population. It enables the results of WA students to be directly compared with results in other States.
13 14 Section 3: What happens now
This section defines and details six key components of the post-compulsory education system as they
apply to Curriculum Council responsibilities. The six components are curriculum, breadth and
depth, standards, assessment, certification and post-school destinations. The Post-Compulsory
Education Review will provide for the requirements of the Curriculum Council Act 1997.
3.1 Curriculum
Currently there are three types of curriculum for post-compulsory education. Students may enrol in subjects from a particular type or a combination of types:
Curriculum is the total • Tertiary Entrance Examination subjects (TEE) school learning • Wholly School-Assessed subjects (WSA) • National Training Modules/units of competency (VET). Мenvironment that supports the learning Some schools also provide opportunities for students in the compulsory years of schooling to of each student. enrol in some post-compulsory subjects or Vocational Education and Training.
There are 312 Year 11 and Year 12 subjects, developed and accredited by sixty-four subject- specific syllabus committees. Subjects are reviewed each year and minor changes can be made through the Syllabus Committee and Curriculum Council process. Major changes require a minimum lead-time of two and a half years.
Each subject has a recommended time allocation in hours.
Tertiary Entrance Examination subjects (TEE) There are currently thirty three TEE subjects. In 1998, 13,760 students fulfilled requirements for TEE subjects. Sixty one percent of studen is completed four or more TEE subjects. Of these students, just over half completed at least one WSA subject, and thirty nine percent completed five TEE subjects.
TEE subjects are viewed as preparatory learning for students aiming to pursue future academic `tertiary study, and for general intellectual and discipline specific development related to further life and work. They are Year 12 subjects of one-year duration, focused around the knowledge, skills and values of the traditional academic disci p1 iпes, and for which students can sit an external examination. Although there are noв re r equisites for TEE subjects, students tend to enrol in equivalent Year 11 subjects.
TEE subjects are objectives.based and are developed by subject syllabus committees, which consist of representatives from the systems and sectors, professional associations, universities, training organisations and industry or the community. Some syllabus committees are subject specific while others are multi-disciplinary.
Schools devise programs from the information provided in the syllabuses. Each syllabus has a rationale, general aims and educational objectives that specify knowledge and skill requirements, a teaching and learning program that outlines the content that should be covered, and an assessment structure.
15 The assessment structure provides weightings for syllabus content, skills and processes, knowledge and understandings, and types of assessment. This structure is used for the compilation of a numerical mark and a grade. Grade-related descriptors are included in support materials.
Wholly School-Assessed subjects (WSA) There are currently 163 Year 11 and 116 Year 12 WSA subjects. In 1998, 12,593 stud en fsč oтрІeted at least one WSA subject. A quarter of Year 12 students completed only WSA subjects, and just over eight percent of these students completed VET National Training Modules.
WSA subjects take a variety of forms. Some Year 11 subjects reflect the structure of TEE subjects and prepare students to study TEE subjects in Year 12. Others are broad-based, and include opportunities for students to develop skills and knowledge in a range of contexts to prepare them for work and life beyond school. In many WSA subjects there is an embedding of the Mayer Key Competencies.
WSA subjects have a one-year syllabus although some Year 11 subjects are semesterised.
A Common Assessment Framework approach is used in 248 WSA subjects. It often incorporates an outcomes-foсušeäapцr ea с ing an earning and comprises outcomes tatk foror m rinq the performance of the outcomes, criteria for judging performance, and rating and ara ing prnсPd г .
Each syllabus outlines a number of common assessment tasks. Schools develop their own programs from the information in the syllabuses and teachers are further supported through exemplars of student work provided by the Curriculum Council.
Of the WSA subjects, 117 are vocational and have emerged from Registered Courses developed by schools. They are based on a set of generic outcomes and criteria. Although originally designed for students to achieve outcomes in the Technology and Enterprise learning area, they now tend to be cross-curriculir'.
Vocational Education and Training (VET) Students may enrol in VET studies in Year 11 and/or Year 12. VET studies offer students opportunities to develop generic work-related competencies and industry-specific skills.
VET refers to any studies that deliver National Training Modules and/or units of competency,8 and which contribute to a VET credential in accordance with the Australian Recognition Framework. Students may gain or make progress towards VET qualifications that are recognised throughout Australia.
8National Training Packages continue to be developed in the Australian National Training Authority industry areas and will replace National Training Modules. 16 There are currently thirty Training Packages that comprise endorsed and non-endorsed componeпts.9
The programs can be delivered through school and industry partnerships. National Training Modules/units of competency can be embedded in Curriculum Council subjects, and/or be taken in addition to Curriculum Council subjects (non-embedded). From January 2000 schools will need to work in .a . • .. with ; • . . ome RTOs to deli
There is also a range of VET Certificate 1 and Certificate Il programs that can be undertaken through partnership arrangements with RTOs. It is possible for students to move from Certificate li to Certificate III while still at school.
Programs in schools may take the form of traineeships. In 1998, 104 school students were enrolled in traineeships.
The nationwide implementation of the National Training Framework in 1998 requires that the current subject-based accreditation process for VET studies in schools be replaced by arrangements that meet the national registration requirements outlined in the Australian Recognition Framework. The Department of Training and Employment is working with the Curriculum Council and the school sector/ systems to achieve this transition.
Languages Some languages that are studied by small numbers of students are offered through the National Assessment Framework for Languages at Senior Secondary Level (NAFLaSSL). Student results in NAFLaSSL languages are recognised in Secondary Graduation and, in some instances, for tertiary entrance purposes.
Breadth relates to the 3.2 Breadth and depth range of a student's achievements across The Curriculum Council sets breadth requirements for Secondary Graduation and for eligibility to be awarded a General Exhibition. There are implicit and explicit breadth ways of knowing, requirements for entrance to some post-school destinations. disciplines, subjects, programs or courses. Students need to complete ten Curriculum Council subjects and meet the English language competence requirement to achieve Secondary Graduation. p1 Depth is the extent 7 and complexity of the General Exhibitions are awarded to eligible students who obtain the highest Curriculum Council Award Scores based on the average of five Tertiary Entrance Examination scaled levels of achievement. marks. At least two subjects are from List A (which is List 1 for TEE subjects and English) and at least two subjects from List В (which is List 2 for TEE subjects). The subjects must have been studied in the year of the award. As English as a Second Language is not scaled it is not included in List A.
To obtain a Tertiary Entrance Rank (TER) in order to be eligible for standard admission to a public university, students complete at least one humanities/social science subject (List 1) and one quantitative/science subject (List 2). In addition students must achieve competence in English for the purpose of university entrance.
There are no explicit breadth requirements for entry to training organisations. For many courses there are 'preferred subjects' which students may choose as they offer a greater number of points for entrance. As some of the preferred subjects are in two or more learning areas there are implicit breadth requirements.
Curriculum Council subject syllabuses and VET Training Packages identify depth requirements.
9Endorsed components are the units of competency, rules for completing qualifications in the Australian Qualifications Framework, and assessment guidelines. Non-endorsed components include professional development materials, learning programs and assessment materials. 17 3.3 Standards
A standard is a A standard can refer to a level of achievement in a subject, the level required for entrance eligibility for a post-school destination and/or the level an expected number of students should specified level of attain in a particular area. achievement. The Curriculum Council is responsible for ensuring comparability of standards between schools for each subject.
Curriculum documents and student work inform the determination of standards. A 1 common interpretation of standards is developed through assessment support that includes sample assessment tasks, annotated student work samples, sample marking keys, teacher meetings and moderation procedures.
Tertiary Entrance Examination subjects The knowledge, skills and understandings required for TEE subjects and Year 11 WSA subjects that provide foundation for Year 12 TEE subjects are indicated in the objectives and content in each syllabus. They are determined through the syllabus committees and examining panels, and reflect academic rigour and relevance to university study.
Grade-related descriptors are used to apply criterion-referenced standards to school- based assessment in order to allocate grades at the completion of a subject. They detail the performance characteristics that are expected of students for each grade and are exemplified through support material. School visits by Curriculum Council officers are used to moderate the grades allocated for school-based assessment.
Wholly School-Assessed subjects 280 WSA subjects have a Common Assessment Framework (CAF) approach to teaching and learning, although some have the same assessment structure as TEE subjects. Performance for each outcome is specified through descriptions of 'Very High' (V) 'High' (H) 'Satisfactory' (S) and 'Not Demonstrated' (ND). Comparability of final grades is achieved through school visits by Curriculum Council officers and through consensus meetings.
Vocational Education and Training The standards for Vocational Education and Training are competency-based and are developed by industry for satisfactory performance in the workplace. These standards are reflected in National Training Modules/units of competency, which set out explicitly what students should know and be able to do at the completion of a program.
Assessment is the 3.4 Assessment process of gathering Schools, teachers, students and parents use assessment for diagnostic, remediation and and analysing reporting purposes. Assessment practices evaluate student achievement in two ways. information and/or Firstly, assessment tasks that provide advice about ways to improve performance are known as making judgements formative assessment. They encourage reflection on the learning process, student self- about student assessment and teacher-student dialogue to adjust teaching and learning programs. achievement. Secondly, assessment that is intended for the reporting of student achievement at the end of a designated period or the completion of a course is known as summative assessment.
18 Assessment can usually be described within the following categories:
• Pen-and-paper (eg essays, tests, written examinations) • Products (eg artworks, furniture) • Projects (eg research assignments, laboratory projects) • Performance (eg oral presentations, dramatic and dance performances, interview).
Students enrolled in subjects with a practical orientation may complete some pen-and-paper assessment tasks but mainly demonstrate their achievement through assessments that reflect products, projects or performances. Other subjects may mainly use pen-and-paper assessments and use performance or project assessments only occasionally.
The Curriculum Council has comprehensive guidelines for schools to follow to achieve internal comparability and each syllabus outlines specific assessment requirements.
Each type of curriculum has a different assessment structure.
Tertiary Entrance Examination subjects The subject score included in the TER comprises fifty percent of the mark from school-based assessments and fifty percent from an external assessment. A TER is calculated for all students who have sufficient subjects for a TES. The Tertiary Institutions Service Centre (TISC) calculates the TER. The calculation is illustrated below in Figure 3.1.
Figure 3.1 Calculation of the Tertiary Entrance Rank
STANDARDISED MODERATED SCHOOI MARK COMBINED MARK
RAW STANDARDISED EXAMINATION EXAMINATION
Students are given both a grade and a mark from the Curriculum Council if they sit the external examination and complete the school-based assessment.
Students who do not sit the examination but complete the school-based assessment are given a grade and a mark from their school. Students who sit external examinations as private candidates receive a mark.
School-based assessment draws information about student achievement from assessment that includes tests, assignments, projects, portfolios and examinations. The Curriculum Council sets the assessment requirements in three weighting bands for school-based assessment for each subject. These are defined in the assessment structure in each syllabus. 19
Teachers construct assessment programs from these guidelines and gather assessment information that is calculated as a numerical mark. Numerical marks for each subject's cohortt0 in a school are ranked. A student is allocated a grade for school-based assessment that reflects the standards specified in the grade- related descriptors. To ensure comparability, the school mark for each subject is statistically moderated." It is then standardised.72
For most subjects, the external assessment is a three-hour written examination. Some subjects, such as Art, Music and Languages other than English, also use portfolios, performance, or interviews. External examinations are set by Curriculum Council Examining Panels, which comprise one school representative and two university representatives.
Students sit external examinations in TEE subjects in November each year. The cohort for the external examinations is generally made up of Year 12 students but Year 11 students and mature age candidates enrolled in Year 12 TEE subjects may also sit the external examinations.
Each examining panel aims to structure the examination in terms of difficulty to achieve an average of 58. Raw examination marks are standardised to ensure an overall mean of 58 for each subject and that the distribution of marks in each subject is the same every year. Within the mark distribution for each TEE subject, the top 10 percent of students score between 75 and 100 and the bottom 10 percent score between 35 and 0.
To obtain the final mark, the standardised, moderated school mark and the standardised examination mark are averaged to obtain a combined mark, which is then scaled.
The Tertiary Entrance Score is the average of the final mark for four or five TEE subjects, of which one must be from List 1 and one from List 2, multiplied by 5.1 to determine a score out of 510. This is coпvért.Øo a Ii I Tertiary Entrance Rank ER , which signifies a student's rank relative to other studenťs. The TER is used as the main •asis for selection into universi y courses at pu. is universi ies.
Drama Studies, introduced as a TEE subject in 1999, uses a CAF approach to assessment but also generates a school-based mark.
Wholly School-Assessed subjects Assessment for WSA subjects is school-based and reflects either an assessment stru_ctu_re approach for Year 11 subjects linked to Year 12 TEE subjects or a CAF approach to asses nerlt —
Information about student achievement for school-based assessment may be drawn from tests, assignments, projects, portfolios and examinations. Teachers design common assessment tasks within guidelines prescribed by the syllabus to provide opportunities for students to demonstrate subject outcomes. Sample tasks and exemplars are provided by the Curriculum Council and show teachers how to assess the outcomes. All assessment tasks for each of the subject's outcomes must be completed.
For each task students are given a rating ('Very High', 'High', 'Satisfactory' or 'Not Demonstrated'). After all tasks are completed a final rating is given to each outcome in the subject. The performance ratings achieved by a student for each outcome are then aggregated into a single grade.
10A cohort is a group of individuals who share a common characteristic, such as age or grade. 11Statistical moderation is adjusting marks for differences in assessment scales between schools offering the same subject. 12Standardisation is a process that adjusts for differences in difficulty.
20 Vocational Education and Training Vocational Education and Training uses competency-based assessment for which students are rated as competent or not yet competent. Assessment requirements are set in training packages. Comparability and validation processes are determined by RTOs, irrespective of whether the National Training Modules/units of competency are embedded in TEE or WSA subjects or delivered separately.
Assessment of student achievement of National Training Modules/units of competency can occur in school and industry-specific contexts. Judgements are based on information drawn from the student's performance over time. The Curriculum Council accepts results once they have been endorsed by an RTO.
The Western Australian Department of Training and Employment is conducting a project to develop a criterion-referenced graded assessment system for vocational education and training. 3.5 Certification
:‚ A certificate is a formal Western Australian Certificate of Education record of student The Western Australian Certificate of Education (WALE) is issued to students who meet Secondary Graduation requirements. Results can be accumulated for up to six years but are results that is issued typically achieved over a two-year period. A student must achieve the following to meet by a designated Secondary Graduation requirements: authority. • complete at least ten full-year Curriculum Council subjects, with at least four Year 12 subjects. Non-embedded National Training Modules/units of competency can meet up to 40 percent of this. • obtain an average grade of C or better in at least eight of the ten subjects selected, including at least four Year 12 subjects. The C grade average is determined through a Curriculum Council formula. Non-embedded National Training Modules/units of competency can meet up to 25 percent of this. • achieve English language competence. This is a grade of C or better in one of the following Year 12 Curriculum Council subjects: English, English as a Second Language (ESL), English Literature, Senior English and Vocational English. Alternatively, eligible students may sit the Curriculum Council English Language Competence Test.
Statement of Results All students who complete at least one Curriculum Council subject receive a Statement of Results, which records all results for approved studies undertaken in Years 11 and 12. It lists: • grades in Curriculum Council subjects; • achievement of Secondary Graduation; • Curriculum Council English language competence; • Structured Workplace Learning programs completed; • National Training Modules completed; • Tertiary Entrance Examination results (raw mark, scaled mark and decile place); and • Curriculum Council exhibitions and awards.
Certification of VET VET certificates are issued by the relevant Registered Training Organisations. Where VET National Training Modules/units of competency are embedded in either TEE or WSA subjects, the achievement of these is recorded separately to the mark or grade the student achieves in the subjects.
University Admissions Advice Letter The Curriculum Council provides information to the Tertiary Institutions Service Centre (TISC). To students who applied for university entrance ТISC issues a University Admissions Advice Letter that lists the results of each subject completed in Year 12, the Tertiary Entrance Rank (TER) and indicates whether they have achieved the TER required for eligibility for each public university. 21 3.6 Post-school destinations
Of the 18 101 Year 12 students in 1998:
• 9 279 applied for public university placements in Western Australia and 6 784 were offered placements, which 6 469 accepted; • 95 accepted a placement at the University of Notre Dame Australia; • 8 510 applied for full-time TAFE award courses in Western Australia and 7 920 were offered a placement, which 4 288 accepted and. • 4 097 entered traineeships and apprenticeships.
In addition students entered private post-secondary colleges, repeated some Year 12 studies, found employment, were unable to find employment or worked in the community. Some entered university or training organisations through mid-year enrolment. Others went to various destinations out of Western Australia. Post-school destinations include Many students do not complete Year 12. Of the cohort who complete Year 10 there are students who enter training organisations, traineeships or apprenticeships, find universities, training employment, work in a community andror are unable to find work. organisations, workplaces, working in University entrance a community, self- To be considered for entrance to one of the four public universities in Western Australia, school leavers generally: employment and • meet Secondary Graduation requirements. This is required for the University of unemployment. Western Australia and highly desirable for Edith Cowan University, Curtin University and Murdoch University; • have a Tertiary Entrance Rank (TER) based on four or five TEE subjects, including at least one subject of each of List 1 (humanitiesjsocial science) and List 2 (quantitative/science); • achieve competence in English by gaining a scaled mark of at least 50 in English or English Literature.13 ESL students are required to achieve at least a minimum combined mark, which is set annually by the universities; and • satisfy any prerequisites such as satisfactory marks in specific TEE subjects.
Students who meet these eligibility requirements are ranked on the basis of their Tertiary Entrance Rank (TER) to determine the allocation of places.
Additional or alternative selection criteria, such as interviews, auditions and portfolios, are used for entrance to some courses at public universities and the University of Notre Dame Australia, a private university.
Students may also obtain a university place with fewer than four TEE subjects through alternative entry programs offered by particular universities. They often undertake bridging units alongside first-year university studies.
A Certificate IV qualification from TAFE can be used to be eligible for university entrance and to obtain credit for particular university units.
Private candidacy in TEE subjects may be used for university entrance purposes.14
13Alternative ways of achieving English competence include sitting the International English Language Testing System or Special Tertiary Admissions Test.
14Private entry to a Tertiary Entrance Examination means that the scaled mark for the subject is calculated on the examination mark only. 22 Entrance to TAFE To be eligible for selection to a full-time award course at TAFE an applicant must first meet the specified minimum entry requirements for that course. If there are more applicants for a course than available places, course-specific selection criteria are used to rank applicants on the basis of their demonstrated education, skills, knowledge and relevant experience, as described below.
iеnsrаl academic merit: For Year 11 or 12 students, academic merit is based on four accredited Year 11 or 12 subjects with minimum C grades, and evidence of a minimum C grade in an English subject is required.
Mature age persons may demonstrate academic merit by satisfactory completion of secondary or post-secondary studies; TAFE 10Т test or Special Tertiary Admissions Test; Recognition of Prior Learning for Entry; Mature Age Entry; or the English Literacy Test.
For Year 10 students academic merit is based on completion of Year 10 with minimum The Mayer C grades in eight Stage 4 units or higher.
Employment Related Greater weighting is allocated to higher grades, and particular subjects may be Key Competencies specified. Secondary Graduation is required only for admission to diploma and advanced diploma courses. Collecting, analysing and organising ideas Related academic merit: Points are allocated for subjects relevant to the course, and information and may include Year 11 and 12 subjects, National Training Modules/units of Communicating ideas competency, and related vocational subjects. and information Other m ' : Credit is given for workplace experience, Structured Workplace Planning and organising Learning and paid or unpaid employment. For some courses, interviews, folios, activities and/or auditions are required. Working with others and in teams Workplace Using mathematical The requirements for students proceeding directly to the workplace on leaving school ideas and techniques are extremely varied and not always clear. Firstly, the notion of a job is changing, and the concept of the workplace is broadening. Students may work for themselves, Solving problems an employer, or in a community. Secondly, some employers have their own list of Using technology requirements to determine entry; for example, the public service requires applicants to sit a general skills test.
Selection processes for apprenticeships and traineeships are controlled by the employers or organisations willing to offer them. While there are no set requirements, employers tend to prefer applicants who have completed Year 10, or its equivalent. It is becoming more common for successful applicants to have completed Year 11, Year 12, National Training Modules/units of competency or a pre-apprenticeship course.
Students with low levels of literacy and numeracy or who leave school before completing post-compulsory education have a greater risk of being unemployed and are more likely to become entrenched in long-term unemployment than students who leave school at the end of Year 12 (Sweet 1998, Spierings, 1999).
Good school reports, high grades in Year 11 and 12 studies, Secondary Graduation, the Mayer competencies and experience of work all enhance the employment prospects of school leavers.
23 24 Section 4: Issues
The issues presented in this section have emerged from the Post-Compulsory Education Review
reference and focus group discussions and from the submissions received in the first stage of the
Review process. This section conveys the views of a number of groups and individuals, and the
discussion acknowledges there is some tension between the opinions that have been expressed.
4.1 Curriculum
An issue that has emerged in relation to some subjects is the capacity of the curriculum structure to cope with the rapid growth of knowledge. As knowledge has increased, some syllabus committees have attempted to cover more knowledge, resulting in what many believe to be an overload of content. Old content has not always been removed when new content has been added.
Many students believe that the pressure to study makes it difficult for them to balance the various aspects of their lives.
The current post-compulsory curriculum does not meet the needs of students at educational risk. There is limited scope within school infrastructures to create flexible environments for effective learning and to reduce the level of alienation experienced by many of these students. In addition, there are concerns that the curriculum does not cater for those students requiring specialist educational support facilities.
In the majority of cases, there is no requirement for syllabus committees to consider the place of values in syllabuses, and the inclusion of values in subjects is largely associated with selected content and teacher practice. Although there is general agreement that values should be incorporated in post-compulsory curriculum, there is concern that there would be difficulties associated with measuring and reporting the development of values.
Currently, access to information technologies across the curriculum is limited for many students. Although information technologies are a focus of some subjects and there are schools making significant use of it, many syllabuses do not require any use of information technologies. In addition, not all schools have adequate resources to provide information technologies to a large number of students.
The central development and accreditation of subjects through the Curriculum Council is considered to be a strength of the current system and is a cost-effective way of ensuring comparable quality in the provision of subjects and clarity of direction for teachers. It can also be viewed as providing limited flexibility for schools to design their own curriculum.
TEE subjects are perceived to be more rigorous than WSA subjects and VET studies, and status is influenced by the fact that only TEE subjects count for a TER. Moreover, WSA subjects with embedded units of competency have a higher degree of public recognition than WSA subjects without embedded units of competency.
Although WSA subjects have enabled schools to design curriculum to meet the needs of their students, the rapid growth in the number of WSA subjects has fragmented the curriculum model. Smaller and rural schools have a limited capacity to deliver a wide range of subjects.
Whilst many WSA subjects are representative across the curriculum and offer scope for learning in a vocational context, there is less representation from traditional academic disciplines.
VET in schools provides a clear direction for the delivery of a curriculum that appeals to many students. There is a concern, however, that there are some students who do not have the literacy, numeracy and communication skills to achieve the units of competency. There is limited scope within the current curriculum to cater for specialised literacy and numeracy needs. 25 There is also limited scope to embed National Training ModulesIunits of competency in TEE and WSA subjects, due to requirements of subject syllabuses and timetabling. In addition there is fragmentation in the curriculum, as it can only cater for units of competency by separating them from subject completion requirements.
4.2 Breadth and depth
There are different perceptions about what constitutes breadth and depth of learning. Some view breadth as a range of subjects from different lists or learning areas, while others view it as the ways of knowing; for example, scientific, humanistic, technological and analytical. There is a belief that requirements for Secondary Graduation should promote greater breadth of learning.
There is concern that increased breadth in relation to the range of learning experiences offered to students can only be achieved at the expense of depth and vice versa.
Students are able to specialise in the current post-compulsory system, and this is considered to be a major strength. There is also sufficient flexibility for schools to offer further depth; for example, through university or TAFE units or industry-specific programs.
Breadth across all learning areas is limited. There is also more representation of TEE and WSA subjects from some learning areas than others (see Figure 4.1). In addition, the removal of Satisfactory Performance in 1997 has resulted in less breadth across learning areas for many students.
Figure 4.1: Representation of TEE and WSA subjects in learning area groupings
Number of Number of Learning area TEE subjects WSA subjects
The Arts 3 12 English 3 7 Health and Physical Education 0 17 Languages Other Than English 11 23 Mathematics 3 5 Science 6 8 Society and Environment 5 11 Technology and Enterprise 2 79 Vocational Subjects (cross curricula) 0 117
TOTAL 33 279
Student opportunities to achieve breadth across learning areas can be narrowed by choosing subjects to meet post-school destination requirements. Some students aiming for university entrance enrol in five subjects in List 2 and one from List 1. There is a tendency for these subject enrolments to be representative only of the Science, Mathematics and English learning areas. Some students seeking TAFE entrance focus their learning program on two learning areas.
Schools are affected by students' decisions to enrol in subjects to meet the requirements of specific post- school destinations. Often, schools become known as specialists in one type of curriculum and this leads to a reduced capacity to offer a wide range of subjects.
New requirements for General Exhibitions exclude from consideration some students choosing to meet university faculty prerequisites, and, conversely, students aiming for a General Exhibition may not be eligible for some university faculties. 26 4.3 Standards
Due to separate structures for standards for the different types of curriculum and for post-school destinations, and the various ways these are interpreted, standards are not always transparent and explicit to students.
Although each syllabus indicates the knowledge, skills and understandings required for TEE subjects and grade-related descriptors specify achievement required for each grade, there is a tendency for the setting and marking of external examinations to influence the interpretation of standards.
Anecdotal evidence suggests that the statistical moderation process and numerical data provided by the Curriculum Council have a significant influence on teachers determining grades for students.15 They rely on student results in previous tertiary entrance examinations rather than grade-related descriptors.
Although the TER shows where a candidate stands relative to the entire age cohort rather than an absolute level of achievement, the public tends to view the TER as an indicator of the standard that should be achieved. Moreover, the TER required for entry to university courses changes from year to year in response to the demand for and supply of places. Students who do not obtain the TER required for their preferred course may feel that they have 'failed' at school, even if they have demonstrated high achievement in many of their subjects.
There is a view that the existing TEE syllabuses and examinations provide strong foundations for entry into both generalist and professionally specialist university courses. There is some concern, however, that there is too much influence on post-compulsory schooling, through the integration of prerequisites into the school curriculum.
Others argue that the influence of post-school destinations is necessary and serves to identify requirements. Nevertheless, the prerequisites for selection into some university courses can result in schools preparing students from Year 8 to meet requirements.
Currently, student achievement in WSA subjects is not aligned to a common scale, which makes it difficult to determine the difficulty of each subject. There is no external statistical validation or statistical moderation process for the grades awarded, and no basis for comparing achievement. 4.4 Assessment
Concerns have been expressed about over-assessment and the limited flexibility of the current assessment systems. Students have to fulfil the requirements of a subject within a specific time frame and be enrolled in a subject by a certain date each year in order to have their achievement certified. Moreover, it is extremely difficult to change subjects and fulfil requirements once Year 12 has commenced.
External assessment of TEE subjects has a high degree of public recognition, providing an independent measurement of achievement that can directly compare and rank students. Although school assessment is weighted the same as the external examinations, there is a view that it is the use of external examinations that gives status to TEE subjects.
An external examination, however, does not have the capacity to measure all aspects of achievement in a subject. Tasks requiring significant time for completion, collaboration, laboratory work or field work and process outcomes such as investigation, are more readily assessed through other techniques. It is because of this that both school-based and external assessment contribute to the final mark.
The external examinations also influence the delivery of curriculum. Teachers tend to assess students according to what they think will be examined and may neglect aspects of the syllabus that are not externally assessed.
15Numerical data indicate the mark distribution for each school in relation to the preceding year's cohort. They include the external examination, grade distribution for school-based assessment, and school and State means in each subject. 27 Current assessment practices emphasise the measurement of knowledge of syllabus content. Although assessment practices are changing, there are some subjects that focus on testing memorisation.
Concerns about authenticity of student work have been raised in relation to school-based assessment; for example students claiming work prepared by tutors or accessed on the internet as their own.
There is conflict about the moderation of school-based assessment by external examinations. Views have been expressed in favour of retaining moderation to monitor the quality of teacher judgements and ensure comparability between schools. Although the Curriculum Council provides guidelines for schools, there are concerns about comparability within schools.
Small-group moderation is a complex process. Difficulties arise in TEE subjects that have small populations, as the smaller number of marks standardised on the distribution 0 - 100 results in some students achieving significantly lower marks than those they were allocated for school-based assessment.
The resources devoted to assessment and moderation of WSA subjects are accorded a lower priority by both the Curriculum Council and schools.
Implementation of the Common Assessment Framework (CAF) has illustrated the difficulties of introducing a developmental approach to learning in a system that requires achievement within a limited time frame.
The CAF grading formula reflects an 'averaged' achievement of outcomes, and does not necessarily take into account a student's achievement as reflected in the performance criteria. A student who reaches a 'Very High' at the end of the year but has achieved 'Satisfactory' earlier in the year will be awarded a 'High: If a student averages a 'Not Demonstrated' for just one outcome, a grade of D or E is recorded.
Although assessment for VET studies has credibility through national recognition of the Training Packages, there is a difference between TEE and WSA subjects. In the case of the former, while achievement of the VET National Training Modulesjunits of competency forms part of the school-based assessment, they do not feature in the external examination. For WSA subjects, however, they are an integral part of the assessment tasks associated with demonstrating achievement of the subject's outcomes. 4.5 Certification There is some disagreement about what should be certified through the Curriculum Council, schools and external agencies, such as RTOs. There is also a view that certification should be used to integrate student achievement across a variety of contexts.
Post-school destinations consider it important that an external authority certify student achievement.
Some argue that students from remote schools and schools in low socioeconomic areas would be disadvantaged in competing with students from other schools if certification was not managed by a central agency.
There is some uncertainty as to the purpose of students receiving both a Statement of Results and the Western Australian Certificate of Education, as the achievement of Secondary Graduation could be listed on the Statement of Results.
Secondary Graduation is not required by all post-school destinations, nor is it clearly understood or perceived to be valuable by the wider community. Nevertheless it is generally accepted that it is an official record of achievement and anecdotal evidence suggests that many students consider it to be a 'rite of passage:
There is a strong view that competence in information and communication technology should be included as a requirement for Secondary Graduation.
Employer groups have expressed concern that there is no numeracy requirement for Secondary Graduation. 28 Although all English subjects can be used to satisfy English language competence for Secondary Graduation, the standards for the different English subjects are not comparable. English Literature, which is considered the most difficult English subject, requires a C grade to achieve English language competence, as does Vocational English, which is considered to be the least demanding of the English subjects.
Although the Statement of Results enjoys a high level of acceptance, there is a view that the information it provides could be more comprehensive. In contrast to Queensland, Australian Capital Territory and South Australia, in Western Australia, students do not receive TER information on their Statements of Results.
Not all students are able to have their achievements recorded. Some examples include students who:
• have achieved outside the context of schooling in Western Australia; • have completed university units while still at school; and • are from non-English speaking backgrounds and have achievements in their own language. 4.6 Post-school destinations The different selection methods for university and training organisations have resulted in many students who attempt to 'keep their options open' missing entry to either or both. In addition, the demand for some post-school destination courses increases stress on those students seeking entrance.
Although 10 218 students undertook sufficient TEE subjects to qualify for a TER in 1998, only 6 469 Year 12 leavers entered WA universities in 1999. This illustrates the tendency of students to choose TEE subjects because of the wide recognition accorded to them by the universities, employers and the community.
Some students fail to gain selection for TAFE because they have chosen subjects that form the basis of selection for universities. TAFE does not distinguish between subjects, which means that those students who choose all TEE subjects and achieve low grades could miss out on entrance to TAFE.
Although the emphasis in the selection process for TAFE is on students being able to demonstrate knowledge and skills, rather than specific marks or grades, there are some concerns that selection can be arbitrary and fragmented.
Students attempting to meet requirements for some faculties at university may find themselves positioned to enrol in particular subjects. For example, students who wish to enrol in English cannot count English as a List 1 subject, as it is categorised as an unlisted subject, but students who enrol in English Literature can include English Literature as a List 1 subject.
Students aiming to attend universities tend to choose subjects they think will maximise their TER. They do not study WSA subjects or VET studies, as they do not contribute to a TER. In other Australian States students can count courses from all eight learning areas and some VET studies toward their TER. In Victoria students must include four subjects in their TER. Those who complete five or six subjects may include ten percent of the scaled mark of the fifth and sixth subjects in their rank.
Nevertheless, there has been caution in approaching the question of how VET studies would contribute to a TER. Some WSA subjects and VET studies are not considered to meet criteria that would indicate their suitability to contribute to the predictive validity of a TER, nor be relevant to university study.
The TER appears to have good predictive validity for performance in first year university studies and to provide a fair measure for ranking students for selection, as it is transparent and applied in a uniform manner. There is concern, however, that its predictive validity decreases below a certain rank. As a result, some universities have adopted alternative selection processes, to take into account a broader range of knowledge and skills that could indicate suitability for their courses.
29 There are views that students who do not enrol for full-time study loads may not be suitable for further studies and that those who study part-time may perform better than students who complete the full load in one year. Contrary to these views is the demand for greater flexibility to enable students to meet requirements in shorter or longer periods of time.
School structures, however, do not cater for mid-year entry to universities and training organisations. There are also concerns that increasing flexibility and enabling part-time study will affect the culture of schooling and pastoral care for post-compulsory students.
As there is currently no official mechanism for understanding employer expectations of school leavers, students find it difficult to respond to the requirements for entry to the workplace.
30 Section 5: The way forward
This section outlines possible directions for change to post-compulsory education in Western
Australia that have emerged from the first stage of the Review process. It focuses on flexibility, simplification, status, high standards, the incorporation of values, a vocational emphasis, accountability, and designing a system for all students.
The major aim of the Review is to create a structure for post-compulsory schooling that is outcomes- focused and consistent with the Curriculum Framework; takes into account the National Goals of Schooling (MCEETYA 1999); simplifies, yet draws strengths from the current system; and addresses many of the issues identified in Section 4.
A new post-compulsory education system needs to consider the whole development of all students, promote excellence and enjoyment in learning, provide scope for depth of achievement, and equip students with skills, knowledge and values for a wide range of contexts.
The development of positive attitudes to learning and demonstration of responsibility in the management of learning should become integral to the learning process. Schools need to be able to cater for the specific needs of their own communities and provide learning opportunities that enable students to demonstrate what they know, understand, value, and are able to do.
Students should be involved in experiences that strengthen an understanding of self; focus on concern and respect for others; develop critical thinking, decision making, leadership and communication skills, and encourage civic, environmental and personal responsibility.
All students should have opportunities to use information and communication technology across the curriculum and the scope to demonstrate its use in the assessment process. It will be essential that schools provide access to information and communication technologies to ensure students can develop the skills required to apply knowledge in new ways and use innovative approaches to problem solving.
There needs to be opportunities for all students completing compulsory schooling to develop the knowledge and skills, including literacy and numeracy, that are considered important for success in post-compulsory education. It will therefore be important for reporting of post-compulsory achievement to align with reporting in the compulsory years.
The system needs to be simplified, and presented in a way that is clear to students, teachers, parents and the wider community. There should be comprehensive career education to assist students in making decisions about post-compulsory education and future directions.
5.1 Outcomes-focused curriculum
The move to an outcomes-focused curriculum will require a significant change in views of learning in the post-compulsory years of schooling. Education providers will be accountable for the achievement of high- quality outcomes within and beyond the Curriculum Framework.
Outcomes identified for post-compulsory education should provide clarity of focus for students, parents, teachers and post-school destinations, and an effective basis for the evaluation and reporting of achievement.
Curriculum could be categorised in many ways; for example, knowledge could be classified in subjects, learning areas, concepts or paradigms. The possible concepts (Section 6) that have been developed for this discussion paper use the Curriculum Framework outcomes as organisers for curriculum design, and reflect traditional disciplines, multiple disciplines and general and vocational education. This organiser helps to provide an understanding of the way knowledge can be brought together. 31 It is important to create a curriculum design that avoids fragmentation of learning. There should not be certain pathways that result in increased or decreased value being accorded to some types of learning because they are considered to be hard or easy, or to reflect university or training destinations. Outcomes should be framed in a way that provides scope for a wide range of achievement and which enables students to meet requirements for post-school destinations.
All students, irrespective of their educational settings, should have opportunities to achieve outcomes, apply knowledge and skills in a variety of contexts, engage in analysis of value systems and world views, and acquire an understanding of the workplace and career options. To enhance the employment prospects of school leavers, post-compulsory education needs to provide students with the generic skills and specific competencies that are required in the workplace, and access to the experience of work.
A flexible structure would maximise opportunities to cater for all learning communities and accommodate diverse backgrounds, types of students and rates of learning. It would provide the option of more or less time to demonstrate the achievement of outcomes that Outcomes-focused lead to meeting requirements for certification, and would enable entry and re-entry to curriculum involves: post-compulsory programs according to individual aspirations.
identifying what The capacity of rural, remote and smaller schools to offer a wide range of outcomes that students should achieve reflect academic and vocational education should be considered. There needs to be a and focusing on range of delivery modes, inter-agency and resource-sharing arrangements, community and corporate partnerships and links to local and regional youth programs. ensuring that they achieve it The post-compulsory curriculum should be flexible to accommodate the needs of students at educational risk. These students require opportunities to demonstrate achievement in a variety of environments and in an extended time frame. For schooling shifting the emphasis to be relevant to them, curriculum should provide scope for the development of the life from what is taught skills required to meet their individual needs. In addition, post-compulsory curriculum and how and when, to should offer learning opportunities appropriate to the needs of students identified as requiring specialist education support facilities. what is actually learnt by each student The degree to which curriculum delivery and timetabling could accommodate changes to post-compulsory education will depend on the structures currently operating in each school. Some schools are already making alterations to provide more flexible structures providing conditions to accommodate VET studies and middle schooling. and environments
suitable forstudents to Schools could include some or all of the following features to create flexible learning environments: achieve outcomes • links to industry and the community to provide expertise for learning in courses of study, and to establish mentoring programs, school-based traineeships, part-time jobs, community work and work placements; • increased collaboration with post-school destinations to provide seamless transitions to further learning; • local area planning across sectors to pool resources to contract external agencies to provide expertise in specialised areas; • lectures, seminars, individual programs and external on-line providers; and • information, communication and technology resources for small-group and individual learning.
32 5.2 Breadth and depth It is considered important that breadth and depth of learning is balanced, and breadth requirements do not limit depth of learning. Breadth requirements could be designed to enable students to achieve outcomes within and beyond the Curriculum Framework, and to meet literacy, numeracy, and information and communication technology requirements for post-school destinations. These outcomes could be embedded in courses of study.
There should also be opportunities to achieve depth of learning, to meet prerequisites for post-school destinations or to study extensively in areas of interest. 5.3 Standards To promote excellence and encourage students to set goals for achievement, standards that reflect academic rigour, high-quality training, best workplace practice, and literacy, numeracy, and information and communication technology competencies need to be made explicit.
Explicit standards would enable students to understand how to advance their learning and provide teachers and students with a tool to measure progress. A range of strategies will be used to ensure that standards for post-compulsory curriculum are clear to students, teachers and the wider community.
Standards could be represented on scales of achievement. A scale of achievement reflects a continuum of developing skills, knowledge and understandings in a defined area of learning. It could be divided into stages, phases or levels of achievement. A scale of achievement could be represented in the following way.
Figure 5.1 A scale of achievement
t deep understanding
men sophisticated skills
ve advanced knowledge hie Ac ing incomplete understanding developing skills
Increas basic knowledge
The features of a scale of achievement include:
• progress points that represent increasing achievement; and • descriptions of achievement at each point that identify what a student should know, understand and be able to do.
Each scale would have the same number of progress points, equally spaced in terms of progression.
The scales of achievement could be used to indicate a student's progress for a particular outcome or area of learning. Descriptions at each progress point would define the type and range of performance, which students working at that point should characteristically demonstrate. To reach a certain progress point, students would need to demonstrate all the skills and knowledge specified at that point on the scale. Teachers would determine which description would best fit a student's achievement.
33 Progression of achievement of an outcome would not be time-based. Students would be able to achieve outcomes in shorter or longer periods of time.
Information to establish scales of achievement could be drawn from existing progress maps used by different systems and sectors.
Scales of achievement could provide a common base for Secondary Graduation requirements and a means of describing requirements for university, training or the workplace. As standards required for post-school destinations differ, it will be important that levels of achievement of Cumculum Framework outcomes for entrance eligibility are explicitly identified. A shared meaning of the standards Principles for could be achieved by using exemplary materials and creating opportunities for teachers to Assessment work collaboratively.
valid: provide valid There needs to be identification of student achievement on entering the post-compulsory information on the years. Those students who demonstrate high achievement of outcomes in compulsory education should be able to gain advanced standing16 in courses of study that relate to actual ideas, process еѕ those achievements. products and values expected of students Students who have difficulty achieving outcomes should have opportunity to develop the skills identified as being important for post-compulsory schooling. For these students educative: make a there would be a focus on literacy, numeracy and communication outcomes. In the positive contribution to Australian Capital Territory a project is being conducted to determine ways in which students can improve literacy and numeracy skills in order to become eligible to student learning; undertake VET studies.
explicit be explicit so that the basis for 5.4 Assessment
judgements is clear and A new assessment system should reflect the requirements for comparability and validity public as set out in Section 12 of the Curriculum Council Act 1997.
fair. be demonstrably It is important that all assessment is valid, educative, explicit, fair and comprehensive. fair to all students and Assessment should be based on explicit criteria by which student achievement will be judged, and emphasis needs to be placed on increasing the value of teacher judgements. not discriminate on Teachers and students should have a shared understanding of what will be required to grounds that are achieve an outcome. The descriptions on scales of achievement would be specific irrelevant to the enough to enable teachers to be consistent and clear about criteria for evaluation. In addition, the descriptions would provide a common language for discussing progress. achievement of the
outcome A new assessment system should reflect the Curriculum Framework principles for assessment and support a developmental approach to learning. Assessment of comprehensive: base achievement should not be seen as being separate from the learning process. judgements on student A range and variety of contexts should be used to provide opportunities to achieve progress on multiple outcomes. There could be greater scope for negotiating the demonstration of achievement kinds and sources and for using assessment strategies that support particular learning styles. of evidence Strategies could include self and peer assessment, authentic assessment, which closely resembles real-life situations, and differentiated assessment, which can be used to demonstrate what students know and can do at a range of levels. This could occur on-line, with the computer programmed to progress to higher or the same level questions for an item based on a previous response.
Schools could also be supported in developing and implementing strategies to assess prior learning; for example in community projects and part-time employment.
t6Advanced standing is prior experience of a sufficiently high level of achievement in a course previously 34 studied that gains advanced access to a course. There could be both external and school-based assessment for all students. School-based assessment would provide for measurement of achievement of all outcomes. External assessment would enable an independent validation of achievement for some outcomes. A variety of external assessments could be used, including public examinations, and the validation of achievement through panels and other bodies.
A key issue in relation to school-based assessment is that of moderation. Procedures to ensure comparability in and between schools, and to monitor schools' implementation of the Curriculum Framework's principles for assessment would need to be strengthened.
Consideration would need to be given to the different value that is placed on the information that is derived from school-based and external assessment. If the weighting of external assessment were to be reduced, it might be necessary to consider alternative moderation processes.
Weightings of school-based and external assessments could vary according to the purpose; for example, the value placed on school-based assessment for entrance to a training organisation might differ from the value placed on it for entry to a university.
5.5 Certification
The Australasian Curriculum, Assessment and Certification Authorities (ACACA) have developed a set of principles for the credibility, integrity and long-term applicability of a certificate that signals the end of a students' post-compulsory schooling. The Curriculum Council, as a signatory to these principles, guarantees that certification procedures will meet ACACA guidelines.
Certification should guarantee standards of quality, integrity, credibility and long-term applicability within Australia and overseas. It should be referenced to well-defined and agreed standards, and be relevant to and serve the needs of all users.
To simplify certification procedures, one certificate, a Statement of Achievement, could be issued, regardless of when students leave school.
A Statement of Achievement could indicate that a student has met the requirements for Secondary Graduation and could list the highest achievement of outcomes recorded in Years 8 to 12. Decisions would need to be made about whether to record the context in which outcomes were achieved; for example, if a 'writing' outcome were being reported, would the context of achievement be considered important in the achievement of the outcome or could the 'writing' outcome be achieved in any context?
The Statement of Achievement could provide information about extracurricular achievements accredited through a school, in other Australian States or overseas, or accredited by external authorities; for example, the Australian Music Examinations Board, the Royal Academy of Dance, or the Duke of Edinburgh Awards.
In order to be valued, Secondary. Graduation needs to be seen as a significant outcome and be applicable to a wide variety of people and post-school destinations.
There has been a range of suggestions for Secondary Graduation requirements. These include minimum achievement for:
• Curriculum Framework Learning Area outcomes • Curriculum Framework Overarching outcomes • course of study outcomes • literacy, numeracy, and information and communication technology • VET units of competency • citizenship and community service • experience of work
35 It is possiы a that Secondary Graduation might not need to be linked to post-compulsory learning programs and could occur when students meet the requirements.
In addition to core information recorded on a certificate, electronic portfolios could provide customised information about achievement to students, employers and educational institutions at different times and in various contexts.
Achievement data could be obtained via the Internet or by Personal Identification Number. Although access to the electronic recording technologies raises equity issues, the possibility of establishing electronic communication links among schools, universities, Curriculum Council, TISC and training organisations could be explored.
5.6 Post-school destinations
Although each university and training organisation has statutory autonomy, increased collaboration with schools could provide for a seamless transition in learning, and result in the explicit identification of the outcomes required to gain entrance eligibility.
Requirements could be presented in a way that would not limit the breadth and depth of learning in the post-compulsory years of schooling; for example, a university could:
• amend requirements to an outcomes approach; • require students to demonstrate a range of generic competencies; • require students to demonstrate achievement of outcomes across four learning areas; • amend prerequisites to enable broader study; and i • identify entry requirements for literacy, numeracy, and information and communication technology.
As the number of students applying for places at post-school destinations will be greater than the number available for some courses, there will always be competitive ranking for selection.
The ranking for selection need not only be based on achievement at school. Alternative methods of selection to post-school destinations could include:
• demonstrating achievement through advanced standing in learning considered relevant for course entry. • negotiating customised programs with post-school destinations. Credit could be negotiated on a case- by-case basis and guaranteed entry pathways established that would enable entry to a course on completion of an initial course to a specified standard. • using bridging units to determine a student's suitability for a course. This would help those students who alter their enrolments and enter a course of study later during a school year. • accepting relevant experience of work through recognition of prior learning.
More partnerships between institutions such as TAFE colleges and universities could be formed to offer combinations of study modes and transfers between sectors.
36 Section 6: Possible solutions
Section б presents three concepts for change. It outlines their common features, summarises the concepts on a change continuum and details each concept. For the purposes of illustration case stories and courses of study have been invented, to show the ways in which students and schools could engage with each concept.
6.1 Concepts for change
The concepts attempt to capture a wide representation of views about post-compulsory education. Each concept represents particular strengths that have been identified by focus and reference groups, and through submissions in the first stage of the Review.
The three concepts indicate degrees of change: Concept 1 adapts the existing system to an outcomes approach. Concept 2 designs a new curriculum structure around an outcomes approach. Concept 3 places the responsibility for schools to design curriculum around an outcomes approach.
The following features are considered important for any change to post-compulsory education. • Outcomes as the organisers for the curriculum, so that standards are made explicit. • A vocational emphasis, including the possibility of enabling Vocational, Education and Training (VET)' &,'‚. studies to be included in a Tertiary Entrance Rank (TER). • The incorporation of values and active citizenship into the school curriculum. • Breadth, literacy, numeracy, and information and communication technology requirements. • School based, and external assessment such as public examinations.
People's expectations of a post-compulsory system will influence their views on the merits of each concept, the implications for implementation, and the degree to which each concept reflects the principles and philosophy of the Curriculum Framework.
It is not intended that a particular concept will be chosen at the end of the consultation period. The purpose is to present a range of ideas as possible solutions.
The system that emerges following consultation may not necessarily reflect any one of the three concepts. Although each concept is discrete in its representation of change, the continuum is designed to reflect the way a post-compulsory system could adapt to change over time. It is possible that elements of each concept could be drawn together and integrated into a final design.
Alternative options that could be considered may emerge in the feedback provided in the consultation process.
Strategies would be developed to ensure that the system was properly understood by students, teachers, parents, schools and the wider community.
37 Figure 6.1 Change Continuum
Concept 1 Concept 2 Concept 3
Curriculum urrìculum Currlculum
Courses of study would be centrally Courses of study would be centrally Schools would develop their own developed. There would be separate developed. One type of curriculum curriculum from Curriculum Council types of curriculum for TEE, WSA and would incorporate general and guidelines. To register courses of VET. The Curriculum Council would vocational outcomes. The Curriculum study with the Curriculum Council, identify outcomes in existing syllabuses. Council would identify outcomes for schools would need to map outcomes Where outcomes were similar, subjects courses of study. to the Curriculum Council's Post- would be amalgamated. Compulsory Standards Framework.
Breadth and Depth,c 13rçädth апд pepth readth 'апд ,pépt Breadth requirements would be in Breadth requirements would be in Breadth requirements would be in terms of courses of study. terms of outcomes in courses of study. terms of outcomes.
Standards Standгrd Standards The Curriculum Council would set The Curriculum Council would The Curriculum Council would standards for each type of identify standards on scales of develop a Post-Compulsory curriculum., tand_ ar`ds^woи lд ret achievement. These would be set Standards Framework. Schools Ø tc_omes fs They would be out in course of study documents. would use it to establish their own identгed in syllabus documents and scales of achievement for courses grade-related descriptors. of study.
Assessment . Assessment Assessment There would be different assessment There would be one assessment Schools would determine their own structures for each type of curriculum. structure for all courses of study. All assessment structure with guidelines Some courses of study would be courses of study would be externally from the Curriculum Council. All externally assessed. Existing assessed. The new external students would sit an externally moderation structures would remain assessment requirement would administered core-skills test, which with a strengthening of school-based moderate some aspects of school- would moderate school-based moderation. VET recognition based assessment. VET recognition assessment. VET recognition arrangements would apply. arrangements would apply. arrangements would apply.
Certification ,. Certification Certification`,;.
Current Secondary Graduation Secondary Graduation requirements Secondary Graduation requirements requirements would remain with would be in terms of outcomes in would be a school-based decision. ♦ minor modifications and new literacy, five courses of study. There would numeracy, and information and be new literacy, numeracy and communication technology information and communication requirements would be developed. technology requirements.
Certification would list courses of Certification would list achievement Certification would list the study, grades, marks, a TER, VET and of course of study outcomes, a TER, achievement of outcomes, the context validated external achievements VET and validated external in which they were achieved, school where applicable. achievements where applicable. achievements, core-skills test results, a TER, VET and validated external achievements where applicable. Post-school destinations Post-school destinations', Post-school destinations
Changes to existing post-school Substantial changes to post-school Schools would form their own destination requirements would be destination requirements would be partnerships with post-school negotiated to be compatible with an negotiated to be compatible with destinations and negotiate their own outcomes focus. courses of study outcomes and requirements for transition. assessment.
38 6.2 Concept 1
Concept 1 adapts the existing system to an outcomes approach. There would be no need for schools to significantly alter their curriculum delivery or timetable.
Curriculum There would be three types of curriculum: TEE courses of study, WSA courses of study, and VET courses of study. Outcomes would be identified for each course of study. As a first step, the process would involve identifying outcomes for existing subjects. These outcomes would be mapped to the Curriculum Framework.
Figure 6.2 Mapping outcomes in an existing syllabus to the Curriculum Framework
Outcomes identified in an existing syllabus
The way in which this could be done is exemplified through the Geography Standards Project, which was conducted to prepare this discussion paper. Outcomes were identified from the current TEE Geography syllabus and mapped back to the Curriculum Framework. They related to the Society and Environment learning area and were mainly representative of Place and Space, with limited opportunity to achieve Investigation, Communication and Participation outcomes.
The mapping exercise helped with the recognition that a wider range of aspects of the Investigation, Communication and Participation and Active Citizenship outcomes could be achieved in Geography. If a new course of study could also include values and a vocational emphasis.
Where appropriate, for each course of study, additional outcomes and values could be included; for example, there would be outcomes that reflect values in Active Citizenship from the Society and Environment learning area that could be included in History, while outcomes that reflect Acting Responsibly from the Science learning area could be included in Chemistry.
Relevant units of competency would be identified in TEE and WSA courses of study; for example working in teams in a Hospitality and Tourism context. There could be courses of study for Year 11 and for Year 12, and, as is current practice, a recommended time allocation could be identified for course of study completion.
Breadth and depth Breadth requirements could be similar to current practice but modified to reflect an outcomes-focused approach. There could be requirements for literacy, numeracy, and information and communication technology in relation to outcomes in various courses of study or their equivalence in the compulsory years of schooling.
Breadth of learning to enrich achievement of outcomes could occur through making links between learning areas, such as research projects, productions and participation in competitions and investigations at school or in the community.
Students would be provided with depth of learning by being able to specialise in areas of interest andlor to meet requirements for post-school destinations.
Standards Knowledge and skills for TEE, WSA and VET courses of study could be identified in outcomes terms in course of study syllabuses. Grade-related descriptors for TEE courses of study and performance criteria for WSA courses of study could be reviewed to ensure consistency with an outcomes approach. Standards for VET courses of study would be in accordance with the National Training Framework. 39 40 • • • This couldbedonethrough: • The processdescribedabovecouldbeappliedtoallcurrentsubjects.Itassistwithdetermining: • • • For example,inaGeographycourseofstudytherecouldbescaleachievementfor For eachoutcomethatwasidentifiedinacourseofstudy,scaleachievement"couldbeestablished. There wouldbeawidervarietyofoutcomes-focusedassessment.Thisinfluencethenature There wouldbedifferentassessmentsystemsforTEE,WSAandVETcoursesofstudy. Figure 6.3ScalesofachievementforoutcomesfromwhichaGeographycoursestudycouldbedeveloped. assessment tasksinschool-basedeachtypeofcurriculum,andthequestionsexternal examinations forTEEcoursesofstudy. Assessment specificationsforVETcoursesofstudywouldbe identifiedinTrainingPackages. Assessment Investigate, CommunicateandParticipate. courses ofstudywouldbeavailabletwiceayearand continuetomoderateschool-basedassessment. strengthening teacherjudgements andensuringtheauthenticityofstudentwork.TheCurriculum Council assessment procedures.Moderation ofschool-basedassessmentcouldoccurthroughschool visitsand Consensus meetingsforteachers couldprovideamechanismfordevelopingsharedmeaning of consensus meetings.Guidelines forinternalcomparisonwithinschoolswouldbereviewed withtheaimof external assessmentcouldbereduced. External assessmentcouldincludeexaminations,projects, products, practicalandperformancetasks. External assessmentwouldbeavailableforTEEandVETcourses ofstudy.ExternalexaminationsforTEE would provide guidelines forassessment,support materials,andexemplars ofstudentwork. External andschool-basedassessmentcouldbeweightedequally, asiscurrentpractice,ortheweightingof "Refer topage 33foradetailedexplanation ofascaleachievement. analysing studentscriptsfromrecentTertiaryEntranceExaminationsusinganoutcomes-focusedmarking achievement. (ThiswasusedintheGeographyStandardsProject.) applying aRaschanalysistoidentifythelocationofeachiteminexaminationonscale drawing informationfromcurrentprogressmapsusedbythedifferentsystemsandsectors; key toidentifylevelsofresponsesforexaminationquestionsandscripts; which outcomescouldbeamalgamatedfromthedifferentsubjects; the weightingofeachoutcomeinacoursestudy. the categorisationofcurrentsubjectsintoTEE,WSAandVETcoursesstudy; the degreetowhichknowledgeandskillsoverlapbetweenexistingsubjects;
Place andSp ace Scales foradditionaloutcomesidentifiedcouldalsobeincluded.
Investigate, Communicate • . r а 0 f0 v C а 0
-,
Place andSpace, and Certification The Western Australian Certificate of Education (WALE) could remain for students who achieved Secondary Graduation, but requirements for Secondary Graduation would be modified to reflect an outcomes focus. Literacy, numeracy, and information and communication technology requirements could be established.
A Statement of Achievement could be made available at the point of exit from schooling and could list all courses of study, units of competency, and external studies from accredited institutions, such as universities and Registered Training Organisations. In addition, it could include community service, experience of work, and achievements validated by external authorities.
Students would receive formal VET recognition for the units of competency they achieve.
Post-school destinations The trend toward using additional selection methods, such as interviews, portfolios or auditions, could continue. Post-school destinations could modify their requirements to be more outcomes-focused.
Universities could expand the list of courses of study that count towards a TER and amend their most restrictive prerequisites. TAFE could align the different types of curriculum to a common scale in order to establish credit points for entry.
Case stories Nick is a Year 12 student at a city high school, who achieved excellent results in his Year 11 courses of study. He has enrolled in five TEE courses of study: Physics, English Literature, Chemistry, Applicable Mathematics and Calculus. He has no firm idea of what he will do when he leaves school, but intends to go to university. He knows that if he can achieve results similar to his Year 11 results, he will be eligible to enter a wide variety of courses.
Nick represents his school in debating, mock law trials and public speaking and is involved in the school musical production each year. In addition, he is in the swimming squad and plays soccer for his school.
Nick will be able to achieve depth of learning for outcomes in the English, Science and Mathematics learning areas. He understands that he will not qualify for the Beazley Medal or a General Exhibition, as he is studying only one course of study from the Humanities. He is aiming for a Certificate of Excellence as he achieved 'A' grades for all his courses of study in Year 11.
Abbey is a Year 12 student at a high school 350 kilometres from Perth. Abbey is hoping to keep her options open for both Agriculture at university and Horticultural Studies at TAFE, as she would like to be self-employed in horticulture. Abbey works in the local nursery at weekends and does seasonal work on farms.
In Year 11 she enrolled in Geography, English, Biology, Chemistry and Mathematics in Practice and completed some VET units of competency in Horticulture. In Year 12 she decided not to enrol in TEE Chemistry, as she found the Year 11 course difficult. As she was reluctant to study a new TEE course of study she enrolled in some Agriculture and Horticulture units of competency, TEE Geography, TEE English and TEE Biology. She decided not to continue with learning in Mathematics, as she satisfied the numeracy requirements for Secondary Graduation in Year 11.
She spends three days a week at school doing her TEE courses of study. Her school has flexible arrangements for completing assessment requirements. She spends one day a week in the workforce and one day doing off-the-job training associated with her units of competency. She is hoping to achieve a Certificate Il in Agriculture so that if she decides to go to TAFE, she can enrol in a Certificate III course.
Abbey will be able to achieve outcomes to some depth in the Society and Environment, English and Science learning areas. Through her units of competency, she will also achieve Technology and Enterprise, Science, and Society and Environment outcomes. She has gained workplace skills in mechanics and farm management through part-time work on local farms during seeding and harvesting. 41 Nick and Abbey are provided with an understanding of requirements in each course of study through syllabuses and grade-related descriptors, and from feedback from school examinations that reflect the Tertiary Entrance Examinations. Both students need to complete every assessment task for course of study completion. Abbey will be assessed by an RTO for her units of competency, and will need to meet the requirements in the Training Packages.
Final school-based numerical marks for TEE courses of study will be moderated by their performance in the Tertiary Entrance Examinations that they can sit in June or November.
If Abbey and Nick satisfy all course of study completion requirements, achieve a C grade average for eight of their courses of study and meet literacy, numeracy, and information and communication technology requirements, they will achieve Secondary Graduation and receive the Western Australian Certificate of Education.
None of Nick's extracurricular activities will be recorded on his certificate but they could be included in a comprehensive school reference. Abbey's Statement of Achievement will list the Agriculture and Horticulture units of competency. She will also receive formal VET certification for the units of competency she has completed.
Nick will complete the requirements for five TEE courses of study in one year and is aiming to achieve a very high TER in order to be eligible for a number of university courses. To keep his options open for university, he has elected to sit the UMAT test for Medicine and Dentistry. He is hoping that his test result will enable him to qualify for an interview for selection. He will also apply for Law and Engineering on the basis of his TER.
As Abbey will only complete three TEE courses of study she will not qualify for standard entry to a public university. If she is unable to gain entrance through alternative entry procedures, she thinks she might seek experience of work in Farm Management and Horticulture, and enrol in the bridging course offered externally by the Muresk Institute of Agriculture (Curtin University). She may even do this if she gains entry to university, as she does not think she is ready for full-time tertiary studies. She is also not sure what area to specialise in and believes that a year's experience of work will help her to make decisions.
6.3 Concept 2
Concept 2 focuses on designing a new curriculum structure. There would be 40-45 courses of study that are outcomes-focused and which blend vocational and general education.18 Schools may need to alter some aspects of curriculum delivery and timetabling. Timetabl ing possibilities are outlined in Appendix 3.
Curriculum Centrally-developed courses of study would be designed in a single curriculum structure. The courses of study would incorporate traditional disciplines, and include a vocational emphasis and values. The Curriculum Council would develop 40- 45 courses of study from which students would typically engage in five over a two-year period. Students could, however, achieve outcomes in a shorter or longer period of time depending on the level of achievement they desired. There would be no separate courses of study for Year 11 and for Year 12. There would be flexibility for students to enter and withdraw from courses of study.
1
There would be a number of steps to follow to develop a new curriculum:
• identify outcomes that should be achieved in the post-compulsory years; • organise outcomes around unifying ideas for courses of study; and • identify outcomes for each course of study.
18Similar approaches have been adopted in New South Wales and Victoria following recent reviews. 42 Outcomes for courses of study would be identified from within and beyond the Curriculum Framework. Some courses of study could emerge from traditional disciplines such as Physics, Chemistry, History and Economics. Others could be cross-curricular and multi-disciplinary, such as People and the Environment (this could include Geography, Environmental Science, and Tourism and Industry outcomes), and Design Technologies (this could include Visual Arts, Information Technology, and Mathematics outcomes). The process used to identify outcomes in Concept 1 could be used as a reference point for developing new courses of study in Concept 2.
There would be a focus and extensions available in each course of study. The focus would be based around a unifying idea. The focus would be for all students enrolled in the course of study. Extensions would provide in-depth study of particular aspects of the focus in a course of study. It could be that students would be required to achieve outcomes in at least three extensions in each course of study.
To illustrate this concept, a course of study named 'Connecting Mathematics' has been invented. Figure 6.4 indicates the way in which the focus could be mapped to Curriculum Framework outcomes.
Figure 6.4 Mapping course of study outcomes to the Curriculum Framework
Outcomes for Connecting Mathematics could be drawn from a variety of mathematical Appreciating mathematics concepts, geometric, algebraic, trigonometric, probabilistic and analytic, and could also Working mathematically provide opportunities to develop communication and teamwork skills. Number A variety of modelling concepts could be used, including algorithmic procedures, the development of functions, graphical analysis, to develop physical, theoretical and — Measurement technological models. Chance and Dato The course of study could provide for a wide scope of mathematical achievement that Space could be useful for many careers, such as banking and finance, engineering, computer applications, data processing, operations research and statistics. Algebra
While the focus would be for all students, extensions would be designed for specialised pathways and interests. They might not be suitable for all students, because of their different interests or current level of achievement.
The figure below shows the focus and extensions of the Connecting Mathematics course of study.
Figure 6.5 Connecting Mathematics Course of Study
EXTENSION It could provide depth of learning in managing EXTENSION EXTENSION information and link to Technology and It could provide depth of learning in It could provide depth of learning in risk Enterprise and English outcomes. growth and decay models and link to management and link to Technology ond Science, and Society and Enterprise outcomes. Environment outcomes. FOCUS Mathematie.д 1 19 and additional outcomes EXTENSION EXTENSION It could provide depth of learning in It could provide depth of learning in calculus and link to Science, ond probability and statistics and link to Society and Environment outcomes. Technology and Enterprise, and EXTENSION Society and Environment outcomes. it could provide depth of learning in mathematics for engineering and link to Technology and Enterprise, and Society ond Environment outcomes.
43
The outcomes in the focus of each course of study would also be outcomes in the extensions. There would, however, be outcomes in extensions that would reflect specialist aspects of a course of study and might not necessarily be outcomes in the focus.
Breadth and depth Breadth requirements for Secondary Graduation and post-school destinations could be incorporated in the curriculum design. Courses of study could be designed to ensure that any learning program of five courses of study would involve achievement of the outcomes from at least five learning areas. There would be Secondary Graduation requirements for literacy, numeracy, and information and communication technology.
There would be some extensions designed to support a student's progress and to provide breadth across learning areas and in different contexts. Other extensions would be designed to provide depth of achievement and to reflect a student's specialised interests. They could be achieved in a variety of contexts that include school, independent projects, university, training organisations, workplace, and on-line learning from home, school or an external provider.
For example, an extension for the Connecting Mathematics course of study could provide opportunities to achieve outcomes related to probability and statistics. This would enable depth of understanding of using probabilistic and statistical models to solve problems in various social, economic and financial contexts.
Standards The Curriculum Council could identify standards for outcomes in a course of study on scales of achievement.19 These scales would indicate progression of achievement for each outcome in the focus and extensions of a course of study.
Curriculum Framework outcomes have been used below to illustrate this idea. Additional outcomes, however, could also be included in a course of study.
Figure 6.6 Scales of achievement for the outcomes used as a basis for Connecting Mathematics
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t ma t d da en ing n ma t m a ia .0v re king nce E r rec 7 asu Wo z Cha App Me
There could also be a course of study scale of achievement that aggregates the outcomes to a single scale. This is illustrated below.
Figure 6.7 Aggregating outcomes to a single scale
The outcomes A single scale of aggregated to a achievement for each single scale course of study
19 Refer to page 33 for a detailed explanation of a scale of achievement. 44 Standards would be exemplified through work samples, support materials, guidelines for assessment and consensus meetings.
External achievements, such as university, VET and workplace learning, could be mapped onto the scales of achievement. Standards for VET would be in accordance with the National Training Framework.
Assessment A wide variety of outcomes-focused assessment could be used. The Curriculum Council would provide guidelines for assessment, support materials and exemplars of student work. Assessment for the focus of a course of study would involve a wide range of assessment contexts. Assessment for the extensions might be designed for a particular context.
For example, in the Connecting Mathematics course of study there could be an extension that provides opportunities for students to achieve outcomes related to Calculus. The following examples provide two contexts, Economics, and Science and Engineering, which could be used to demonstrate achievement.
The Economics context links to the Society and Environment and English learning areas: students would develop and analyse formulae that model economic relationships in order to determine effects of change in key economic variables, and would present their findings.
The Science and Engineering context links to the Science and Technology and Enterprise learning areas: students would apply knowledge and skills of calculus, spherical geometry, trigonometry and vectors to model spatial relationships used by global positioning satellites in determining position.
There would be external and school-based assessment to locate student progress on the course of study scale of achievement.
External assessment would be available in all courses of study and would provide opportunities to be eligible for all post-school destinations. It could be available twice a year and could moderate aspects of school-based assessment. External assessment could include examinations, projects, products, practical and performance tasks.
There could be a single examination for each course of study. It would measure achievement of outcomes in the focus and extensions in a course of study. Questions in an examination would be structured to locate a student response on the scale of achievement.
Moderation of school-based assessment could occur through school visits and consensus meetings. Guidelines for internal comparison within schools would be reviewed with the aim of strengthening the quality of teacher judgements and ensuring the authenticity of student work.
Certification The Curriculum Council would set minimum requirements for Secondary Graduation. It could be that students would be required to achieve minimum requirements in five courses of study and demonstrate breadth of learning over five learning areas. Literacy, numeracy, and information and communication technology requirements would be established.
A Statement of Achievement could be available at the point of exit from schooling. It could list achievement in courses of study, and a description of what a student knows and can do. It could also include achievement of extensions and, if required, a mark for the purposes of ranking. An example of a certificate that includes these features is shown in Appendix 4.
Achievement in all courses of study in which there was some record of progress could be reported. In addition, it could include community service, experience of work and those validated by external authorities. Students would receive formal VET recognition for the units of competency they achieve.
45 Post-school destinations Post-school destination requirements for eligibility purposes could be identified on scales of achievement. Each post-school destination could set literacy, numeracy, and information and communication technology requirements for entrance eligibility.
Post-school destinations could identify the weightings that would be given to external and school-based assessment. The ranking for university selection could continue to involve the TER or its equivalent as at least one component of selection, and, if possible, could aggregate achievement across a wide range of outcomes. There could be opportunities for the transfer of learning from one post-school destination to another.
Case stories Dempsey studies at a suburban high school. She is a keen cricketer and is attempting to qualify for State selection. Shе trains three afternoons each week.
She would like to become an engineer, so she has enrolled in Connecting Mathematics, Science and Engineering, Physics and Chemistry. She has also decided to enrol in Societies and Cultures in History, which is a multi-disciplinary course of study that enables her to achieve outcomes in the English, and Society and Environment learning areas.
Dempsey achieved Secondary Graduation requirements for literacy, and information and communication technology at the beginning of her post-compulsory education. She has decided to enrol in a course of study that will provide her with scope to explore history and culture while enriching her literacy skills.
As she aims to meet requirements for Engineering at university, she has decided to take advantage of her school's experience of work program that will enable her to be placed in industry for six months. She is hoping to achieve units of competency in the Chemistry extension Chemicals in Industry.
Dempsey has decided to achieve some of her outcomes in Physics on-line. Links from the school to a local university have been set up to provide opportunities to achieve outcomes in the Astronomy extension. Dempsey can also access the program from her home computer. This means that if her Physics extension is timetad ed early in the morning or late in the afternoon there is no need for her to attend school at this time.
Dempseý s courses of study and extensions include: Connecting Mathematics (Mathematics) Risk Management (Mathematics, Science, Technology and Enterprise) Calculus (Mathematics) Information Management (Mathematics, English) Science and Engineering (Science, Technology and Enterprise) Construction a nd Design (The Arts, Technology and Enterprise) Calculus in Engineering (Mathematics, Science, Technology and Enterprise) Design through History (The Arts, Technology and Enterprise) Physics (Science) Physics through History (Science, Society and Environment) Physics of Music (The Arts, Science) Astronomy (on line) (Science) Chemistry (Science) Chemicals in Manufacturing (Science) Diseases and Infections (Health and Physical Education, Society and Environment, Science) Occupational Health and Safety (Science, Health and Physical Education) Societies and Culture in History (Society and Environment, English) Greek Literature and Philosophy (English, Society and Environment) Australian Aboriginal History (Society and Environment, English) Aboriginal Studies (LOTE)
46 Anthony attends a senior campus. He is a talented keyboard player with an interest in composition. He performs in a band at weekends, and often plays for residents at a nursing home. His ambition is to work in the music industry, writing music and lyrics for television and advertising or to be involved in interactive multimedia productions. He works at a supermarket every Thursday night.
Anthony's courses of study, Music for Performance, Literature Texts and Traditions, Media Production and Analysis, History, and Mathematics, enable links to be made across a number of learning areas. Four of his courses of study emerge from traditional disciplines, and the other has a multi-disciplinary emphasis. Many of his learning experiences connect to music and enable him to enrich his achievement of outcomes in The Arts, and the Technology and Enterprise learning areas.
One of Anthony's extensions enables him to gain experience of work in an advertising company. He will study communication and marketing strategies, which will involve creating messages, writing lyrics, undertaking market research and applying technology. This learning context will enrich his achievement of outcomes in Media Production and Analysis, and Literature Texts and Traditions.
Although Anthony achieved literacy, numeracy, and information and communication technology requirements for Secondary Graduation in Year 10, he has decided to enrich his literacy skills through Literature Texts and Traditions. The Mathematics course of study will provide for achievement of numeracy outcomes, and he will further develop his information and communication technology skills in Media Production and Analysis. .
Six months ago Dempsey sat the Physics examination. She has decided to sit this examination again to progress on the Physics scale of achievement. Anthony has decided to wait another year before he sits any examinations.
Each Statement of Achievement will record achievement of course of study outcomes; achievement of literacy, numeracy, and information and communication technology requirements; results from the external examinations; university units and units of competency. The skills that Anthony has gained in his part-time work at the supermarket could be listed, if recognised by an RTO. Dempsey will receive formal VET recognition for the units of competency she has achieved. In addition, Anthony's community service at the nursing home and Dempsey's training and placement in the State cricket squad could be acknowledged.
Dempsey is aiming for high achievement in each of her courses of study in order to gain entry to Engineering at university. She believes she will take at least two and a half years to complete the requirements necessary to gain entry to Engineering. She may enrol in additional extensions that relate to Engineering to ensure that she has a solid grounding for university study.
Anthony anticipates that he will take one and a half years to meet requirements for a music or multimedia course at TAFE. His Music for Performance course of study will provide him with the opportunity to meet the requirements for music, and to audition for entry to the Diploma of Contemporary Music at the WA Academy of Performing Arts. His work place learning, experience in a band and community service could also assist his application for entry. He will be required to show his Media Production and Analysis portfolio at an interview for entry to a multimedia course.
47 6.4 Concept 3
Concept 3 focuses on the devolution of responsibility for curriculum design to schools.20 Changes to curriculum delivery and timetad ing would reflect the interests of each school and would be further influenced by the partnerships formed with industry and post-school destinations, and the links made in the community.
Curriculum Schools would have responsibility for designing curriculum from a Post-Compulsory Standards Framework that identifies outcomes with scales of achievement for the post-compulsory years. It would be developed by the Curriculum Council. Outcomes for school developed courses of study would be identified from within and beyond the Curriculum Framework. Students could achieve outcomes over a two-year period, or in a shorter or longer period of time. Schools would decide whether there would be separate delivery of curriculum for Year 11 and for Year 12.
Schools would design their own courses of study appropriate to the needs of their local communities. Schools could form partnerships with industry, post-school destinations and the community to deliver curriculum.
In order for their courses of study to be registered with the Curriculum Council, schools would need to demonstrate every three or four years that they:
• have the necessary resources for curriculum delivery and assessment; • can identify the learning needs of their students and design programs accordingly; • provide appropriate information and support which assists students in achieving their identified outcomes; and • can conduct assessment that meets centrally developed guidelines.
There would be ongoing monitoring to ensure compliance with requirements.
A school-developed course of study could provide opportunities for students to achieve outcomes in a particular or a number of contexts. In contrast to Concepts 1 and 2, schools would determine which outcomes could be used in courses of study, such as Geography and Mathematics, and map these outcomes to the Post-Compulsory Standards Framework. This is illustrated in Figure 6.8.
Figure 6.8 Mapping school-developed course of study outcomes to the Post-Compulsory Standards Framework
Outcomes for a school-developed Post-Compulsory Standards course of study Framework
Breadth and depth Schools would be required to ensure that there was breadth and depth of learning according to Curriculum Council guidelines. Requirements could be in terms of outcomes achieved across five learning areas.
Standards The standards for curriculum would need to meet the requirements stated in Curriculum Council guidelines.
Schools would use the Post-Compulsory Standards Framework to construct their own scales of achievement for the courses of study they develop21; for example, a school could use the standards for outcomes from a number of learning areas represented in the Post-Compulsory Standards Framework to develop a scale of achievement for a course of study.
Standards for VET would be in accordance with the National Training Framework and could be mapped onto the scales of achievement.
20Similar approaches are used in Queensland and the Australian Capital Territory. 48 21 Refer to page 33 for a detailed explanation of a scale of achievement. Assessment To assist teachers, the Curriculum Council would develop broad guidelines and outcomes-focused support materials based on priorities identified by school systems.
There would be moderation of assessment practices carried out in schools through consensus meetings and school visits. Guidelines for internal comparison within schools would be reviewed with the aim of strengthening the quality of teacher judgements and ensuring the authenticity of student work.
To maintain comparability across all schools, as there would be no external course of study examinations or common assessment tasks for all schools, an externally administered core-skills test could be used to moderate school-based assessment and would be available twice a year. A test development agency, such as the Australian Council for Educational Research, would be commissioned to develop the test.
The test would be used Statewide and would assess a range of cognitive skills. It could also be designed to indicate achievement of the Overarching outcomes of the Curriculum Framework. It would be appropriate for all students, regardless of their individual learning programs.
Certification Schools would be responsible for Secondary Graduation.
They would be required to report to the Curriculum Council on student achievement of the outcomes. A Statement of Achievement could be issued by the Curriculum Council and would list student achievement of outcomes. It could also list school achievements, units of competency and other achievements that could be validated through the school. Students would receive formal VET recognition for the units of competency they achieve.
Post-school destinations Schools and post-school destinations could form their own partnerships to select students for entry into courses. Results from the core-skills test and moderated school-based assessment could be used as a basis for ranking for selection.
The Post-Compulsory Standards Framework could be used to identify requirements for all post-school destinations and include literacy, numeracy, and information and communication technology requirements for entrance eligibility.
Case stories Ryan studies at a suburban high school. He is an extremely accomplished gymnast. He has been involved in gymnastics since the age of five and he regularly enters competitions. He assists the younger children in his gymnastic group and wishes to further develop his coaching skills. He is interested in aeronautics, and is aiming to obtain his pilot's licence when he is older.
He thinks that he would like to be a geologist or a physiotherapist. He is achieving outcomes in Mathematics, English, Indonesian, Physics and Human Development Studies. Ryan attends a nearby school for Indonesian, as it is not offered at his school.
At Ryan's school, learning programs are designed individually for students. The school has made arrangements for Ryan to gain experience of work in the aeronautics industry to enrich his achievement of physics outcomes. In addition, he is completing some modules from the Certificate 11 of Geoscience Field Practices at TAFE.
He could meet literacy requirements for school graduation through English, and numeracy through Mathematics. He has already met information and communication technology requirements.
49 Mai is at a school in a North-West coastal town. She is seeking to develop skills that will help her to be employed in her local community's marine industry. Mai wants to specialise in nautical studies and enjoys learning about navigation. She is aiming to achieve outcomes in Marine Science and Navigation Technology. She hopes to successfully complete enough units of competency in these courses of study to gain a Certificate Il of Nautical Fishing.
Each crayfish season Mai is employed at a seafood wholesaler. She would like to be employed full-time in the industry and may be offered a job before she finishes school.
Mai's school does not have a large student population. The curriculum is organised so that a teacher is responsible for facilitating the learning across a range of contexts for about fifteen post-compulsory students.
The way in which Mai's school has organised her overall learning program enables her to achieve outcomes in each of the eight learning areas. She has also enrolled in an Australian Studies course of study, and will be provided with scope to deepen her understanding of Aboriginal history and culture. She will be provided with opportunities to achieve outcomes for independent living in her Health and Community Services course of study.
Her school has set literacy requirements for Secondary Graduation and she intends to achieve these outcomes in an English Foundations course of study. She has chosen contexts for learning that extend her achievement in information technology and goal setting.
Standards will be identified on school-developed scales of achievement for each of Ryan's and Mai's courses of study. Their schools have established partnerships with RTOs and the units of competency achieved are mapped to school-developed course of study scales of achievement.
Ryan and Mai will both receive a Statement of Achievement, regardless of whether they achieve school graduation. Each Statement of Achievement will list achievement of outcomes, results from the core-skills test, units of competency and skills acquired in part-time work or coaching gymnastics, if they are recognised through an RTO.
Ryan's level achievement of outcomes in school-developed courses of study that mapped to the Post- Compulsory Standards Framework will be used to determine his suitability for Physiotherapy and Geology at university. His results in the core-skills test would be used to moderate his school-based assessment, and he would receive a TER.
Mai's school has set up partnerships with a number of local industries to provide a seamless transition to the workplace, and a community network to facilitate collaboration among schools, training organisations and the workplace. This means that if Mai decides to leave school to work, she could continue to access learning that would enable her to achieve her school's graduation requirements.
50 Section 7: Process for change
This section outlines the implications for change and the way in which change could occur over a
period of time, taking into account the feedback provided by the Review process.
7.1 Implications for change
Concerns have been raised about resources, school organisation, professional development and community understanding of post-compulsory education. The process for change needs to be gradual and acknowledge the limitations of material and human resources.
A new system should be developed pragmatically from the existing system, with consideration of resource issues, the capacity of schools to deliver a wide range of courses of study, delivery patterns, timetabling, teacher constraints and community concerns. The special needs of rural, remote and smaller schools and of students identified as at educational risk should also be taken into account.
Resources: the extent to which any of the concepts could be fully implemented will depend on the commitment of the government, Curriculum Council and stakeholders to the provision of resources for change.
School organisation: models for delivery, timetabling, managing student learning in different contexts, the school culture, pastoral support and providing for students transferring from other schools, interstate or overseas, would need to be developed to ensure that change could be implemented successfully.
Professional development: school administrators, teachers, curriculum agencies and post-school destination stakeholders would need to be provided with ongoing professional development. The pre-service programs in universities to prepare new teachers and the provision of in-servicing and professional support for established teachers would be essential.
Community education: parents and the community would need to be educated about the importance of learning in post-compulsory education, and the links that can be made to universities, training organisations, the workplace and communities. Networks would need to be fostered to create a seamless transition from school to life in the community.
Collaboration with post-school destinations: collaboration between organisations would result in the identification of requirements for entrance eligibility to universities, vocational education and training and/or the workplace. In addition it would assist the development of the agreed directions, and ensure that changes complied with the relevant legislation.
7.2 Consultation phase
The consultation period will extend from 11 October 1999 to 7 April 2000.
During this period, information seminars for schools, professional associations, parents and the wider community will be held in country and metropolitan centres. These sessions will provide information to enable feedback. These will be advertised through Curriculum Council newsletters and the local media.
Possible concepts for curriculum design will be widely discussed and debated. Focus groups will be convened to analyse the proposals in detail and provide advice to the Curriculum Council.
Requirements for Secondary Graduation and post-school destinations will be analysed. Collaboration with post-school destinations will determine requirements for breadth, depth, literacy, numeracy, and information and communication technological competence. There will be collaboration with post-school destinations to develop requirements for entry. 51 A questionnaire is provided to enable feedback about the ideas in this discussion paper. Responses are invited from individuals andjor groups of teachers, school administrators, academics, parents and other members of the community.
You are invited to complete the questionnaire. Please add extra pages if you require more space.
Responses will be collated and analysed by an independent consultant. For your response to be included in the final report, it will need to be received by Friday 7 April 2000 at the Curriculum Council of Western Australia, 27 Walters Drive, Osborne Park WA 6017 or faxed to 08 9273 6371.
There is also provision for responses via the Council's website: www.curriculum.wa.edu.au
7.3 Implementation
The following provides a suggested timeline for the possible process for change. It takes into consideration the two and a half year lead time required to introduce significant change in schools. The proposed timeline for implementation is indicative only, and may be adjusted in the consultation phase.
1999 The discussion paper is released for community discussion.
2000 The agreed future direction would be established in collaboration with stakeholders and would take into account the feedback collected during the consultation phase. It would be presented in the final report, which would go to the Minister for Education in August 2000.
If the Government endorses the agreed directions, there would be a design brief for creating the new post-compulsory system. There would be collaboration between stakeholders to establish a new curriculum design, breadth and depth requirements, standards, assessment and certification.
2001 Once a design brief has been endorsed, work would commence on course of study development. All existing subjects and procedures would continue until new courses of study were developed.
Trialing of a new structure for curriculum, standards, assessment and certification would consider the implications and requirements for schools. Adjustments would be made in consultation with stakeholders.
The Curriculum Council would collaborate with education and training providers to ensure that implementation of the new post-compulsory education system would not be disruptive to students, teachers and schools.
Commencement of implementation. There would be extensive professional development and support materials for schools and teachers.
2004 Implementation proceeds.
52 References
Andrich, D. (1989). Upper secondary certification and tertiary entrance: Review of upper secondary certification and tertiary entrance procedures commissioned by the Minister for Education in Western Australia. Perth: Government Printer.
Andrich, D., & Mercer, A. (1997). International perspectives on selection methods of entry into higher education ( Commissioned Report no. 57). Canberra: National Board of Employment, Education and Training [and] Higher Education Council.
Ashenden, D. (1998). Review of post-compulsory education background paper. Unpublished.
Australasian Curriculum, Assessment and Certification Authorities. (1999). ACACA certification project. Unpublished.
Australian Curriculum, Assessment and Certification Authorities. (1987-1992). National Assessment Framework forLanguages at the SeniorSecondary Level [19 volumes]. Sydney; Adelaide; Melbourne: The Authorities.
Australian Education Council. (1994). [National Statements and Profiles] [16 volumes]. Melbourne: Curriculum Corporation.
Australian National Training Authority. (1998). Australian Recognition Framework arrangements: Australia's National Training Framework. Melbourne: Australian National Training Authority.
Beazley, K. (Chair). (1984). Education in Western Australia: Report of the Committee of Inquiry into Education in Western Australia. Perth: Government Printer.
Carmichael, L (Chair). (1992). TheAustralian vocational certificate training system. Canberra: National Board of Employment, Education and Training.
Curriculum Council Act 1997, Western Australia.
Curriculum Council of Western Australia. (1998). Curriculum Framework. Perth: The Council.
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Education Department of Western Australia. (1998). Outcomes and Standards Framework [16 volumes]. Perth: The Department.
Finn, B. (Chair). (1991). Young people's participation in post-compulsory education and training: Report of the Australian Education Council Review Committee. Canberra: Australian Government Publishing Service.
Joint School/TAFE Ministerial Post-compulsory Education Taskforce (1990). Adjusting to the future: Framework for post-compulsory education. Perth: Ministry of Education. Mayer, E. (Chair). (1992). Key competencies: Report of the committee to advise the AEC and MOVEU on employment-related key competencies for post-compulsory education and training. Canberra: Australian Education Council and Ministers of Vocational Education, Employment and Training. McGaw, B. (Chair). (1984). Assessment in the upper secondary school in Western Australia: Report of the Ministerial Working Party on School Certification and Tertiary Admission Procedures. Perth: Government Printer.
Ministerial Council on Employment, Education, Training and Youth Affairs. (1999). Report from the National Goals Taskforce for the Ministerial Council on Employment, Education, Training and Youth Affairs. Unpublished paper.
Ministerial Committee to Review Curriculum Development (1995). Review of school curriculum development procedures andprocesses in Western Australia. Perth: Education Policy and Coordination Bureau. Oregon University System. (1998). Proficiencystandards. Eugene, OR: Office of Academic Affairs.
Western Australia, Parliament. (1997). Debates, Vol. 338, pp 1362-1367.
53 Partis, M. (1996). University entrance in Western Australia with particular reference to the Tertiary Entrance Examinations. Unpublished. SEA Document A564. Secondary Education Authority Act 1984, Western Australia.
Spierings, J. (1999). Australia's young adults: The deepening divide. Sydney: Dusseldorp Skills Forum.
Sweet, R. (1998). Youth: The rhetoric and the reality of the 1990s. In R. Sweet. (Ed.). Australia ś youth: Reality and risk. Sydney: Dusseldorp Skills Forum.
Stromback, T. (1996). Modern Australian apprenticeship and troineeship system (МААТS): A critical review and implications for stakeholders. Bentley, W.A.: Centre for Labour Market Research. Western Australian Department of Training. (1997). 1998 Selection Criteria for Admission to TA FE Full-time Courses. Perth: The Department. Western Australian Department of Training. (1999). [TAFE Admissions System Database].
54 Appendix 1:
Involvement in the Post-Compulsory Education Review
Post-Compulsory Education Review Secretariat
Project Team Ms Rosemary Naughton Executive Officer to the Review Miss Elizabeth Fells Research Officer Mrs Jill Venn Administrative Support Steering Committee Mr Paul Albert Chief Executive Officer, Curriculum Council Mrs Norma Jeffery Director of Curriculum, Curriculum Council Mr Rees Barrett Director of Accreditation and Moderation, Curriculum Council Mrs Jenny Morup Manager, Certification and Examinations, Curriculum Council
Vision Implementation Group Professor Lesley Parker, Chair, Curriculum Council (Chair) Mr Paul Albert, Chief Executive Officer, Curriculum Council Mr Barrie Alfirevich, Principal, Beeliar Catholic College Mr Bernard Boss, Catholic Education Office Ms Jane Bryer, Kimberley Multi-Campus, Broome Mr Gary Collins, Manager, Training Projects, Chamber of Commerce and Industry of WA Mr Glen Diggins, Western Australian Secondary Principals' Association Mr Malcolm Goff, Executive Director, Western Australian Department of Training Ms Jayne Johnston, Director, Fremantle District Education Office Ms Dianne Kerr, Executive Director, Education Department of Western Australia Mrs Margot Morcombe, Santa Maria College Ms Mary Retel, Principal, St Brigid's College Mr Graham Rixon, Principal, Penrhos College Professor Alan Robson, Deputy Vice Chancellor, University of Western Australia Mr Greg Robson, Education Department of Western Australia Mr Steffan Silcox, Director, Swan District Education Office Ms Colleen Sing, Rangeview Remand Centre Mr Royce Standish, Director, Department of Training and Employment Ms Lesley Van Schoubroeck, Director, Department of Training and Employment Ms Cheryl Vardon, Director-General, Education Department of Western Australia Associate Professor Owen Watts, Director, Centre for Educational Advancement, Curtin University Community Reference Group Mrs Therese Tетby, Catholic Education Office (Chair) Mr Berry Ambrose, Home Schooling Officer Associate Professor Geoff Boughton, School Board Member Mr Geoff Rowley, Department of Employment, Training and Youth Affairs Mr John Duncan, Independent School Salaried Officers' Association Mr Laurie Eastwood, Parents and Friends' Federation of WA (Inc) Dr Jane Figgis, Education Consultant Mrs Anne Fox, Parent Ms Alison Gaines, Law Society of WA Ms Dianne Guise, Western Australian Council of State School Organisations Mr Brian Lindberg, State School Teachers' Union of Western Australia Mr David McAndrew, Western Australian Council of State School Organisations Ms Barbara McLeod, Carealot Home Health Service Mr Warren Miller, Morley Senior High School Mr Ross Oliver, South East Metropolitan Youth Action Mr Glenn Pearson, Family and Children's Services Mr Paul Piercy, Westrac Equipment Hon Derrick Tomlinson MLC, Member for East Metropolitan Region Rev Dr Tom Wallace, Anglican Schools' Commission Mr Malcolm Wauchope, Ministry of Premier and Cabinet 55 Student Reference Group Mr Jose Acacio, University of Western Australia Mr Steven Borsi, South East Metropolitan College of TAFE Mr Jamie Denton, Clontarf Aboriginal College Miss Alana Farrell, Workplace Mr Sam Fox, Sacred Heart College Miss Rachel Langford, Balcatta Senior High School Miss Gemma Pepper, Workplace Miss Tavia Pursell, Workplace Miss Kylie Smith, Cyril Jackson Senior Campus
Curriculum Framework Committee Ms Dianne Kerr, Education Department of Western Australia (Chair) Mrs Susan Baker, Mandurah Catholic College Mr Bernard Boss, Catholic Education Office Mr Norman Brahim, Catholic Education Office Ms Christine Edwards, Catholic Education Office Mr Gary Hewitt, Beaconsfield Primary School Dr Carmel Maloney, Edith Cowan University Mr Robin Pascoe, Education Department of Western Australia Mr Graham Rixon, Penrhos College Associate Professor Bruce Shortland-Jones, Curtin University of Technology Dr Robyn White, Clarkson Community High School Associate Professor Sue Willis, Murdoch University
Post—Compulsory Education Committee Mr Paul Albert, Curriculum Council (Chair) Ms Rae Durham, Western Australian Council of State School Organisations Dr Nic Gara, Midland College of TAFE Ms Valerie Gould, Association of Independent Schools, Western Australia Mr Peter Holcz, Mirrabooka Senior High School Ms Jill Kawalilak, Department of Training and Employment Ms Kaye Land, Thornlie Senior High School Mr lain McDougall, Hospitality Group Training (WA) Inc. Associate Professor Bob lead, Murdoch University Mr John Nelson, Catholic Education Office Mr Royce Standish, Department of Training and Employment Mr David Treloar, University of Western Australia Mr Tom Walmsley, Edith Cowan University Associate Professor Owen Watts, Curtin University
Aboriginal Advisory Committee Ms Lucina Cross, Nullagine Primary School (Chair) Mr Norman Brahim, Catholic Education Office Mrs Sandra Brogden, Catholic Education Office Mr Simon Forrest, Aboriginal Education and Training Council Miss Christine Hill, Gwynne Park Primary School Ms Lyn Rodriguez, Clontarf Aboriginal College Mr Billy Vincent, Christian Aboriginal Parent-Directed School
56 School to University Focus Group Mr David Treloar, University of Western Australia (Chair) Mrs Judith Cottier, Perth College Dr Tom Dickson, University of Western Australia Mr Ian Elder, Corpus Christi College Ms Kaye Land, Thornlie Senior High School Professor Patrick Garnett, Edith Cowan University Associate Professor Bob lead, Murdoch University Professor Tony Ryan, Notre Dame University Professor Robin Watts, Curtin University of Technology
School to Training Focus Group Mr Royce Standish, Department of Training and Employment (Chair) Dr Nic Gara, Midland College of TAFE Is Valerie Gould, Association of Independent Schools, Western Australia Mr Peter Holcz, Mirrabooka Senior High School Ms Jill Kawalilak, Department of Training and Employment Mr lain McDougall, Hospitality Group Training (WA) Inc Ir Barrie McMahon, Education Department of Western Australia Mr Reg McManus, Kolbe Catholic College
School to Workplace Focus Group Is Anne Griffiths, Chamber of Commerce and Industry of WA (Chair) Mr Nick Agocs, Ethnic Communities Council of WA Is Kath Berry, Education Department of Western Australia Mr Evan Davis, Employment National Mr Bruno Delfante, Small Business Development Corporation Is Kate Duncan, Drake International Mr Tim Ford, Bankwest Dr Irene loannakis, Chamber of Minerals and Energy Mr John Kennard, John Wollaston Anglican Community School Ms Anthea Kilminster, Hospitality and Tourism Industry Training Council Mr Bruce McCowan, Gerard Daniels` Ms Mary Radoccia, Centrelink Ms Fiona Roche, Public Sector Management Mrs Pat Rodrigues, La Salle College Ms Lyn Rodriguez, Clontarf Aboriginal College ` replaced by Mr Michael McAnearney and Ms Catherine Choate M replaced by Ms Leonie Sheppard and Mr Tony Simpkins
Curriculum Focus Group Mrs Audrey Jackson, Association of Independent Schools, Western Australia (Chair) Mrs Sue Baker, Mandurah Catholic College Mr David Bean, Hale School Mr Nic Gara, Midland Regional College of TAFE Ms Desiree Grzenda, Catholic Education Office Mr Neil Hunt, Swan View Senior High School Associate Professor Bill Louden, Edith Cowan University Dr Clare McBeath, Curtin University Mrs Lourdes McCleary, Department of Training and Employment Mr Wayne Muller, Department of Training and Employment Mr Robin Pascoe, Education Department of Western Australia Dr Thelma Perso, Education Department of Western Australia Professor Mark Randolph, University of Western Australia Professor Leonie Rennie, Curtin University Dr Ian Thompson, University of Notre Dame Dr Robyn White, Clarkson Community High School Associate Professor Sue Willis, Murdoch University 57 Teacher Focus Group Mr Alan Genoni, North Lake Senior Campus (Chair) Ms Meg Cowey, Safety Bay Senior High School Dr Pam Garnett, St Hilda's Anglican School for Girls Mr Karl Gartner, Morley Senior High School Mr Ralph Gore, WA Secondary Teaching Administrators' Association Mr Wayne Keady, Mater Dei College Ms Carolyn Kosovic, Craigie Senior High School Ms Fiona Leck, Aranmore Catholic College Ms Penelope McLoughlin, English Teachers' Association of Western Australia Mrs Lou Morrison, St Stephen's School Ms Anne Tumak, Western Australian Social Studies Association Ms Denise Wellington, Science Teachers' Association of Western Australia Ms Meredith Wright, History Teachers' Association of Western Australia
Students at Educational Risk Focus Group Superintendent Karl O'Callaghan, Cannington Police District Office (Chair) Ms Joanne Baynes, Governor Stirling Senior High School Mr Don Boyd, Schools of Isolated and Distance Education Mr Norman Brahim, Catholic Education Offiсе Mr Larry Davies, Department of Training and Employment Mr Mark Goerke, Anglicare Ms Jeanette Hasleby, Education Department of Western Australia Ms Karen Jamvold, Department of Training and Employment Mr Paul Jeffery, Andrew Ralph Centre Ms Harriet Olney, Edith Cowan University Ms Michelle Rauche, Association of Independent Schools, Western Australia Ms Helen Rudd, Disability Services Commission Ms Colleen Sing, Rangeview Remand Centre Ms Carmel Wright, Spina Bifida Association of Western Australia
The Curriculum Council acknowledges and thanks Curriculum Managers, Curriculum Officers and support staff at the Council in the first stage of the Review process. Their contribution and support in the preparation of the discussion paper is most appreciated.
58 Schools Schools have been involved in The Post-Compulsory Education Review in many ways. Principals, teachers and students have been members of reference and focus groups, attended presentations, participated in activities in the Post-Compulsory Education Review school package and contributed to exploratory work to prepare the discussion paper. In addition, students have been involved in the Student Forum.
Albany Senior High School Lake Joondalup Baptist College All Saints' College Lakeland Senior High School Aranmore Catholic College Lynwood Senior High School Applecross Senior High School MacKillop Catholic College Aquinas College Mandurah Catholic College Armadale Christian College Manjimup Senior High School Armadale Senior High School Margaret River Senior High School Australind Senior High School Mater Dei College Balcatta Senior High School Melville Senior High School Balga Senior High School Methodist Ladies' College Gallajura Community College Mirrabooka Senior High School Beeliar Catholic College Morley Senior High School Broome Senior High School Mount Lawley Senior High School Carine Senior High School Newman College Carmel School Newman Senior High School Castlereagh School North Albany Senior High School Chisholm Catholic College North Lake Senior Campus Christ Church Grammar School Northam Senior High School Clarkson Community High School Penrhos College Clontarf Aboriginal School Perth College Como Senior High School Pinjarra Senior High School Corpus Christi College Presbyterian Ladies' College Craigie Senior High School Port Hedland Senior High School Cyril Jackson Senior Campus Rockingham Senior High School Denmark Agricultural College Rossmoyne Senior High School Duncraig Senior High School Sacred Heart College Eastern Goldfields Senior High School Safety Bay Senior High School Esperance Senior High School Santa Maria College Geraldton Secondary College Schools of Isolated and Distance Education Girrawheen Senior High School Scotch College Hale School South Fremantle Senior High School Hamilton Senior High School St Brigid's College Harvey Agricultural College St Hilda's Anglican School for Girls Helena College St Joseph's College lona Presentation College St Mary's Anglican Girls' School John Forrest Senior High School St Norbert College John Paul College St Stephen's School John Septimus Roe Anglican Community Swan View Senior High School School Swanbourne Senior High School John Wollaston Anglican Community School Thornlie Senior High School John XXIII College Ursula Frayne Catholic College Karratha Senior High School Wagin District High School Katanning Senior High School Wanneroo Senior High School Kent Street Senior High School Warnbro Community High School Kim Beazley School Wesley College Kolbe Catholic College Willeton Senior High School Kwinana Senior High School Yandeyarra Remote Community School La Salle College
59 Presentations and discussions There have been many formal and informal presentations to consult people about the Review and provide opportunities for input. Formal presentations have included:
Aboriginal Student Support and Parental Education Department of Western Australia Awareness Program • Schools Anglican Schools' Commission • District Education Offices Association of Independent Schools, • Principals Australasian Curriculum Assessment and • Deputy Principals Certification Authorities • Heads of Department Western Australia Education Committee Executive of WA Social Studies Association Australian Parents Council Murdoch University Business Educators' Conference Parents and Friends' Federation Catholic Education Office Science Teachers' Association of Western • Principals Australia • Deputy Principals Society and Environment Teachers' Association Catholic Parents Conference Syllabus committees Chairs of Syllabus Committees University of Western Australia Churches' Commission on Education Western Australian Secondary Teaching Curtin University Administrators' Association Department of Education Services Western Australian Secondary Principals District seminars (100) Association Edith Cowan University
Submissions Suggestions for inclusion in the discussion paper have been provided in various ways. Written submissions have been received from:
Aboriginal Advisory Committee Geographical Association of WA Ancient History Syllabus Committee Girrawheen Senior High School Arthur Tonkin John Forrest Senior High School Association of Independent Schools Kerry Murphy Western Australia MacKillop Catholic College Bevan Bowden Methodist Ladies' College Biology Syllabus Committee Mount Lawley Senior High School Broome Senior High School North Albany Senior High School Caroline Brandtner North Lake Senior Campus Catholic Education Office Perth College Charles Coffman Pinjarra Senior High School Churches' Commission on Education Professor Len King, Anglican Schools' Colleen Sing, Yandeyarra Remote Commission Community School Rev. A. Syrne, Scotch College Combined Western Australian universities Rosemary Smith Danielle Macdonald Science Teachers' Association Denmark Agricultural College South Fremantle Senior High School Dr F H Yung Steffan Silcox Dr Heather Jenkins Stephanie Yung Dr Nathan Hoffman Student Council, Helena College Economics Teachers' Association Swan Education District Education Department of Swanbourne Senior High School Western Australia Tuart College English Department, Newman College Ursula Frayne Catholic College English Learning Area Syllabus Committee Warnbro Community High School English Teachers' Association of WA Western Australian Department of Training Felicity Rodgers Willetton Senior High School Fremantle Education District 60 Appendix 2:
Research Papers A list of research papers that offer background reading and have informed the Post-Compulsory Education Review Secretariat and focus and reference groups can be accessed on the Curriculum Council's Website at http://www.curriculum.wa.edu.au/pages/pereview/pereviewl l.htm
The following research papers were prepared by the Secretariat and can be accessed on the Curriculum Council's Website at www.curriculum.wa.edu.au/pages/pereview/pereviewl0.htm
• A Comparison of Literacy Requirements in the Australian States
• Alternative Entrance Procedures to Edith Cowan University
• Best Practice in Workplace Learning Programs
• Calculation of Tertiary Entrance Ranks in the Australian States
• Conceptualisations of Literacy
• International Perspectives on Selection Methods of Entry into Higher Education
• Performance-based Assessment and Instructional Change
• Perspectives on Selection Methods for Entry into Higher Education in Australia
• Post-Compulsory Curriculum in the Australian States
• Post-Compulsory Education in New South Wales
• Post-Compulsory Education in Ontario
• Post-Compulsory Education in Scotland
• Structured Work-Based Learning Enrolments
• Summary of Breadth Requirements in Post-compulsory Systems
• Using Portfolios for Assessment Purposes
• VET in Schools and Fast Track Learning Program
• Vocational Education in Upper Secondary Schools: Why? How? 1
61 Interesting websites that informed research:
• ACT Department of Education and Community Services www.decs.act.gov.au Australian Council for
Educational Research www.acer.edu.au
• Australian National Training Authority www.anta.gov.au
• Australian Student Traineeship Foundation www.astf.com.au
• Curriculum Corporation www.curriculum.edu.au
• Curriculum Council www.curriculum.wa.edu.au
• Department of Education, Training and Youth Affairs www.deetya.gov.au
• Dusseldorp Skills Forum www.dsf.org.au
• Education Department of Western Australia www.eddept.wa.edu.au
• Education Queensland www.ged.gld.gov.au
• Education Victoria www.eduvic.voic.gov.au
• International Baccalaureate www.ibo.org
• National Council for Vocational Education Research www.ncver.edu.au
• New South Wales Board of Studies www.boardofstudies.nsw.edu.au
• New South Wales Department of Education and Training www.det.nsw.edu.au
• Organisation for Economic Cooperation and Development www.oecd.org
• Proficiency-based Admissions Standards System, Oregon, USA www.pass-ous.uoregon.eduj
• Scotland Higher Still Programme www.higher-still.org.uk
• Senior Secondary Assessment Board of South Australia www.ssabsa.nexus.edu.au
• United Kingdom National Curriculum www.dfee.gov.uk/nc
• United Kingdom Qualifications and Curriculum Authority www.qca.org.uk
• Victorian Board of Studies www.bos.vic.edu.
• Western Australian Department of Training and Employment www.training.wa.gov.au
62 Appendix 3:
Timetabling
As a part of the process of preparing this discussion paper, a timetabling project was undertaken to illustrate ideas for curriculum delivery.
An existing timetable, provided by a suburban co-educational senior high school, was adjusted to reflect the ideas presented in Concept 2. The school has a total population of 650 students, 261 of whom are engaged in post-compulsory schooling.
Currently 41 subjects are offered in Year 11 and 33 subjects in Year 12. The timetable is set on six gridlines. Time is generally allocated into two sets of double periods and three single periods, although there are minor variations.
Years 8-12 meet for twenty minutes in vertical tutor groups four mornings a week, and there is a school assembly once a week. There is also a forty-minute period adjacent to lunch once a week, which is used for additional tutor time or information sessions for Year 12 students.
In Concept 2 a full-time student would be engaged in five courses of study. Currently all Year 11 students and 38 percent of Year 12s are enrolled in six subjects. The remaining Year 12 students have independent study periods. This means that the gridline currently used for the sixth subject or for independent study could be used to provide more flexibility if there were five courses of study for the post-compulsory years.
For the purpose of this exercise the gridlines were named A, В, C, D, E and F.
The first step in the timeta Ы ing project involved creating five courses of study for each student instead of six subjects. In order to do this, subjects on Line E were collapsed (in a 'real' situation that reflected Concept 2, this step would not be necessary). It was decided that the time freed up through collapsing Line E would be made available on a Tuesday. Schools that use a rolling timetable could also use this model. Tuesday could remain the same and the other days could roll.
The rationalisation of the subjects on Line E and collapsing of the independent study periods created more resources on Tuesdays. All the teachers who currently teach students on Line E would be available on Tuesdays for five periods, and for other blocks of time during the week.
In addition, Year 11 and 12 Sport on a Tuesday afternoon would be cancelled and reorganised to free up more time.
Links between Year 10 and the post-compulsory learning programs were provided. The links would enable some Year 10 students to fast-track their learning, and provide post-compulsory students access to bridging programs.
In addition, a three-hour time block would be established on Tuesdays for Year 10s, to provide programs that assisted the development of life skills, service to the community and the delivery of information about careers and vocational education. Post-compulsory students would be able to link into this program. The placement of the time adjacent to a lunch period also provided time for excursions and for travelling to and from community service placements.
63 Concept 2 for this school would enable teachers to pool their expertise in a number of ways. The project indicated opportunities to:
• create blocks of time to conduct lectures with large groups of students and follow these with tutorials. Three classes doing the same course of study could combine for a lecture, freeing two teachers for its duration. These teachers could work with other classes to provide additional support. For the tutorials that followed, students could be divided, according to their learning needs, among the three teachers;
• offer alternative ways of providing learning experiences for students who are currently enrolled in subjects that have very small numbers; for example, a Year 11 Dance class of six students could achieve Dance outcomes through an extension that could run alongside a Year 10 class. Schools could liaise with other schools to share costs for teleconferencing for some courses of study that have small numbers;
• make available fifteen teachers as a result of placing Line E on a Tuesday. There was a wide coverage of learning area representation, except for LOTE teachers who were teaching in Years 8-10. Two teachers would be available for the whole day and five for half a day. The other eight teachers would be avaiiable at different times, depending on their teaching-load in Years 8-10. These teachers could provide opportunities for students to access learning outside the school, deliver extended tutorial sessions for students at school, or assist achievement of extensions through independent projects;
• facilitate the learning of post-compulsory students through collaboration with post-school destinations. There could be approximately 20 students accessing university studies, 20 at TAFE, 10 with part-time jobs and 50 involved in workplace programs. Teachers could be rostered to visit sites of learning on Tuesdays. There would be other teachers still available to facilitate the learning for the remaining 100 post- compulsory students at the school at any one time;
• arrange the majority of excursions for Years 8-10 on Tuesdays to avoid disruption to learning for the remainder of the week. This could also prove useful for courses of study that included Physical Education and Outdoor Education outcomes, as it would be possible to use a day during the week for overnight camps, and students who had weekend jobs would be able to attend;
• reorganise school sport. Students could achieve Physical Education outcomes through participation in school teams, through courses of study, or attend sessions held before or after regular school hours. Physical Education staff could be rostered in two shifts: 7.30ат - 2.30рт and 10.30ат - 5.30pm. Alternatively, before and after school programs in Physical Education could be outsourced.
• provide different times for lunch breaks for Years 8-10 and the post-compulsory years in order to utilise resources more efficiently and to establish a senior culture in the school; and
• organise assembly for Years 8-12 adjacent to lunchtime to provide opportunities for extended activities for the whole school.
Timetables that reflect the ideas of Concept 2 are presented on the next two pages.
64 Example 1 This timetable is for a student seeking entrance to a Design course at a university or TAFE. The courses of study offer opportunities to satisfy the minimum literary, numeracy, and information, communication and technology requirements and provide the scope for the development of the knowledge, skills and understandings to audition for Design courses through the achievement of outcomes in Art, and Materials and Technology.
Monday Tuesday Wednesday Thursday Friday
9.00ат - 10.20am Japanese Workplace Learning Fundamental Art Free (2 semesters) Mathematics This student attends rowing at 80 minute blocks Extensions Extensions 7.00a and could be split into т continues through two 40 minute Creative Writing Website Development the first part of blocks. Photography and Art this period when no official meeting Japanese Art ond Photography and Art Art History and for post- Culture extended project Analysis compulsory students is Sculpture International TAFE Unit scheduled. Relations and (1 semester) Communications
Jewellery Making BREAK в 10.40am - English Extending Materials LOTE Materials 1 2.00noon Foundations negotiated projects Technology technology lecture followed Extensions Extensions Excursions by tutorial
Extended tutorials Furniture Design Website and Construction communication Life-skills, service to Creative Writing community ond career information Jewellery Making (Connect to Year 10) Interactive Presentations Welding
12.00 - пооп Fundamental Japanese Japanese 1 2.40pm Activity period Mathematics or school assembly followed by tutorial after lunch This student is involved in a peer Extensions support program with Year 8s when Networking there is no school assembly Geometry in Design
Maths in Business LUNCH в 1.20pm - 2.00рт Art Fundamental ' English Mathematics Foundations
2.00рт - 3.20pm Art English Foundations Materials Fundamental lecture followed Technology Maths by tutorial
65 Example 2 This timetable is for a student seeking entrance to a wide range of courses at either a university or TAFE. The overall learning program is designed to enable depth of learning in each of the courses of study and further breadth by connecting extensions in the courses to the particular interests of the student.
Monday Tuesday Wednesday Thursday Friday
9.00am - 10.20am Literary Texts and Connecting Maths History Free Traditions This student works Extensions on Thursday nights 80 -minute blocks Extensions Workplace learning and uses this time could be split into (1 semester) Italian Renaissance to catch up on two 40 -minute Poetic forms Chemistry in study at home blocks. Reconstructing Manufacturing when there are no Historical Events meetings for post- Journalism Journalism Revolutions ond compulsory University unit Change students (1 semester) scheduled. Creative Writing History History
BREAK 1
10.40am - Physics Extending Chemistry Literary Texts Chemistry lecture 12.00пoon negotiated projects and Traditions followed by tutorial Excursions Extensions
Extended tutorials Chemistry in Manufacturing
Diseases and Infections
12.00 oon - п Connecting Maths Life-skills, service to Literary Texts and Activity Period Literary Texts 12.40pm lecture community and Traditions or School Assembly and Traditions followed by career information tutorial after lunch (Connect to Year 10) LUNCH
1.20pm - 2.00pm Extensions History Connecting Maths Physics
Risk Management Extensions
Techniques of Physics through Calculus History
Information Astronomy Management Physics in Music
2.00pm - 3.20pm History Physics tutorials Chemistry Connecting Maths
66 Appendix 4:
Certification in Concept 2
Students could receive a portfolio from the Curriculum Council consisting of six pages. The first page could be a Statement of Achievement, which lists achievement in all courses of study, marks achieved, external achievements that have been validated, VET achievements and a TER.
Each student could also receive a certificate for each course of study. This could show the student's school mark, examination mark, overall mark and a description of achievement that indicates at particular levels what a student knows, understands, values and is able to do. The page below indicates one way achievement of outcomes in a Music course of study could be reported.
X11 гI Examination Mark Curriculum Council
This page is page 3 of a portfolio comprising 6 pages. School Assessment This is to certify that THIS STUDENT of th HIGH SCHOOL having completed al Curriculum Council requireme een awarded the results shown hereunder in MUSi Examination Mark = 72 School Assessment = 68 Mark range The typical student at this point: o - 1оо 6 100 Makes music works that extend and manipulate ideas, integrates tec , and aesthetic elements and shows a distinctive personal style. Re. es music works from a variety of contexts. Examines the way challenges and shapes values and critically reflects on meanin ' • values associated with music works. Overall mark a
5 Makes music works by choisi i rom a diversity of ideas using a repertoire o 50:50 combination skills, techniques, prou nd technology to demonstrate interrelations of the examination between techni • ompetence and expressive qualities. Uses fo ' processes result and school- of desc . ' n, analysis, interpretation and evaluation to ma: nformed ments about works and understands how roles . values of music change based assessment according to the contexts of societies, cultures times. 4 Draws on a wide range of ideas, corn and past and contemporary practice in music to plan and develop wo nd activities. Applies arts languages, skills, techniques, technologies 1Rcesses to specific styles and forms in the development and cntation of music works. Describes, analyses and interprets m works. Discusses different points of view, relationships, struct and interpretations. Understands how music changes over time and t influences those changes. 3 Explores and develops personal ideas to find individual or group solutions to f Descriptors provide given tasks. Draws on links to the music of other societies, cultures and times to a summary of OVERALL 70 combine appropriate skills, techniques, technologies and processes to plan, MARK shape and share music. Uses music terminology to describe, analyse and express what students ACHIEVED informed opinions about music. Understands the key features that locate them know, understand, in particular societies, cultures and times. value and are able 2 Solves problems creatively within given structures to complete music works to do. which show clearly developed ideas. Selects and uses a range of skills, techniques, processes and technologies to complete given tasks. Reflects on features and conventions of music works. Recognises that there is a range of points of view and opinions. Understands and acknowledges the contributions music and musicians make to societies, cultures and times. 1 Explores and develops ideas and feelings, and applies a range of specific skills, techniques, processes and technologies to make music works within the structure of given tasks and a limited range of choices. Presents works for identified audiences or purposes. Makes objective observations about key features. Recognises patterns and uses appropriate terminology within given frameworks. Discusses specific features of music in own community and in other cultures or times.
67 68 Appendix 5:
Glossary
Accredited: recognised by an official authority. Advanced standing: sufficiently high level of achievement in a course previously studied to gain advanced access to a course. Average Marks Scaling: scaling that uses the average marks of each student as a measure of ability.
Course of study: a course, education programme, subject or syllabus. Discipline: organisation of knowledge and skills specific to an area of study. External assessment: assessment administered and measured by an official authority. Focus: outcomes common to all students enrolled in a particular course of study. Grade-related descriptor: statement indicating what a student should achieve to be awarded a particular grade. Learning program: the total number of courses of study for which a student is enrolled. Multi-disciplinary: organisation of knowledge and skills encompassing a number of areas of study. i Outcomes: learning outcomes describe what all students should know, understand, value and be able to do as a result of their schooling. Private candidate: person sitting a Tertiary Entrance Examination with no school assessment. Scale of achievement: a framework for monitoring progress of learning on which achievements of developing skills, knowledge and understandings in relation to an outcome are measured and shown as points or levels. Shared meaning: understanding of standards agreed upon by teachers, examiners, syllabus committees, official agencies and the wider community. Standard: specified level of achievement. Syllabus: statement that outlines the rationale, outcomes, content and assessment for a course of study. Weighting: relative numerical contribution of a component of assessment used to calculate an overall mark. i
69 70 Appendix 6:
Abbreviations
ACACA Australasian Curriculum Assessment and Certification Authorities CAF Common Assessment Framework
CSЕ Certificate of Secondary Education ESL English as a Second Language LOTE Languages Other Than English MCEETYA Ministerial Council on Employment, Education, Training and Youth Affairs NAFLaSSL National Assessment Framework for Languages at the Senior Secondary Level RTO Registered Training Organisation TAFE Technical and Further Education TEE Tertiary Entrance Examination TER Tertiary Entrance Rank i TES Tertiary Entrance Score TISC Tertiary Institutions Service Centre VET Vocational Education and Training WACE Western Australian Certificate of Education WSA Wholly School-Assessed
i
71 Q U E S T I O N N A I R E
The Curriculum Council asks you to complete this questionnaire to provide feedback on the best way to educate students in the post-compulsory years of schooling. Possible future directions for change are detailed in the Post-Compulsory Education Review Discussion Paper.
The Curriculum Framework, for all Western Australian schools, K - 12, requires the implementation of an outcomes approach to learning in Years 11 and 12.
The following features are considered important to any change to post-compulsory education.
• Outcomes as the organisers for the curriculum, so that standards are made explicit. • A vocational emphasis, including the possibility of enabling Vocational Education and Training studies to be included in a Tertiary Entrance Rank. • The incorporation of values and active citizenship into the school curriculum. • Breadth, literacy, numeracy, and information and communication technology requirements. • School-based and external assessment, such as public examinations.
There are many ways post-compulsory education could be structured. Three possible concepts for post- compulsory education in Western Australia have been developed for discussion. In addition the questionnaire provides you with an opportunity to put forward alternative concepts for change.
Concept 1 adapts the existing system to an outcomes approach.
Concept 2 designs a new curriculum structure, around an outcomes approach.
Concept 3 places the responsibility on schools to design curriculum around an outcomes approach.
It is very important that the Curriculum Council gathers opinions and ideas from teachers, students, parents, schools, universities, training organisations and community members about the proposals for change to post-compulsory education presented in the paper.
All information provided to the Curriculum Council will be treated in strict confidence. The Council will not publish any information in a form that will identify individual respondents.
Please return the questionnaire to: Post-Compulsory Education Review Curriculum Council 27 Walters Drive Osborne Park WA 6017.
Alternatively, responses may be faxed to 08 9273 6371. The questionnaire is also available on the Curriculum Council's website at www.curriculum.wa.edu.au
Additional comments can be attached.
Completed questionnaires should be returned by 7 April 2000.
Any questions concerning the questionnaire should be directed to Rosemary Naughton, Executive Officer: Post- Compulsory Education Review, telephone 08 9273 6375, or email [email protected]. Glossary of terms used in the questionnaire.
Breadth requirements: requirements set by the Curriculum Council to provide students with a range of learning opportunities. Requirements could be set out in lists of subjects, learning areas, or outcomes. Breadth of learning could reflect ways of knowing such as scientific, humanistic, technological and analytical. Core-skills test: an externally administered test that measures achievement across a range of areas. Course of study: a course, education program, subject or syllabus. Curriculum Framework: a set of outcomes common to all students K-12 in Western Australia. Experience of work: workplace learning that is provided through post-compulsory schooling or a student's own part-time job recognised as achievement for Vocational Education and Training.
External assessment: assessment administered and measured by an official agency. External provider: an educational provider other than schools. Flexibility for students to achieve outcomes: students are able to achieve outcomes according to their level of interest, desired achievement, rate or style of learning. There would be flexible methods, time and contexts for learning. Grade-related descriptor: statement indicating what a student should achieve to be awarded a particular grade. Learning areas: the eight Learning Areas of the Curriculum Framework. Links from Year 10 to post-compulsory curriculum: learning opportunities provide in year 10 to provide a smooth transitionto the post-compulsory years of schooling.. Moderation: a process to assist achieving comparability of marks within and between schools. Outcomes: learning outcomes describe what all students should know, understand, value and be able to do as a result of their schooling.
Overarching outcomes: outcomes identified in the Curriculum Framework that all students need to attain in order to become life-long learners, achieve their potential in their personal and working lives and play an active part in civic and economic life. Post-compulsory Education: secondary schooling in Years 11 and 12. Post-Compulsory Standards Framework: a scale of achievement that identifies standards for outcomes. Scale of achievement: a scale for monitoring progress of learning on which achievements of developing skills, knowledge and understandings in relation to an outcome are measured and shown as points or levels. Standard: specified level of achievement. Statement of Achievement: list of student achievement issued by the Curriculum Council. Tertiary Entrance Examinations: examinations administered by the Curriculum Council. Tertiary Entrance Rank: a mark used to determine a student's eligibility for university entrance. Training organisation: a provider of vocational education and training other than a school. Values: the agreed set of values in the Curriculum Framework (a pursuit of knowledge and a commitment to achievement of potential, self-acceptance and respect of self, respect and concern for others and their rights, social and civic responsibility, environmental responsibility). Vocational Education and Training: the delivery of skills and competencies identified as important for the workplace. Weighting: relative numerical contribution of a component of assessment used to calculate an overall mark. PART A: Background Information
In order to categorise the responses into groups that represent particular interests, please complete the following.
For questions 1 - 5 please circle the box which best describes the view from which you are responding.
1. Which of these best describes the main perspective from which you are responding? Administrator 1 Teacher 2 Student 3 Parent 4 University 5 TAFE 6 Other Registered Training Organisation 7 Learning Area в Business and industry 9 Professional Association 10 Education Consultant 11 Member of the community 12 Whole school/organisation 13 Other (Please state) 14
2. Which of these options best describes your location? Metropolitan 1 Country 2 Remote З
3. If you are a teacher, which years do you teach? Primary 1 Years 8 - 10 2 Years 8 - 12 З Years 11-12 4
4. If you are a teacher, school administrator or consultant please show the school sector/system with which you are involved:
Education Department of Western Australia 1 Catholic Education Office г Association of Independent Schools Western Australia 3 Other Independent 4
5. As it is possible to complete the questionnaire without reading the discussion paper, please indicate if you are responding to the ideas in the paper, in the summary of the discussion paper, or neither.
Have read the discussion paper 1 Have read the summary of discussion paper 2 Neither З
Name of respondent (optional) Address (optional) PART В: The Discussion Paper
6. The paper presents issues that many people have raised about the current post-compulsory education system. What do you believe are the key issues in relation to curriculum, breadth and depth, standards, assessment, certification and post-school destinations?
7. What other issues, not identified in the discussion paper, would you like to raise about the current post-compulsory education system?
8. The discussion paper identifies the following features as important elements of a new post- compulsory education system. Please circle the category that most accurately reflects your view.
Strongly Agree Neither Disagree Strongly agree agree nor disagree disagree
а) Post-compulsory curriculum should be 1 2 3 4 5 organised around outcomes. b) Post-compulsory education should cater 1 2 3 4 5 for the whole development of students. c) The Curriculum Framework values should 1 2 3 4 5 be an integral part of a student's post-compulsory education.
d) Each student should be provided with 1 2 3 4 5 opportunities to develop skills for the workplace.
e) Assessment should support an 1 2 3 4 5 outcomes-focused approach to learning.
Additional comments 9. The discussion paper provides ideas that could be considered in the development of a new post- compulsory education system. Please circle the category that most accurately reflects your view.
Strongly Agree Neither Disagree Strongly agree agree nor disagree disagree
a) The different types of curriculum, Tertiary 1 2 3 4 5 Entrance Examination (TEE), Wholly-school Assessed (WSA), and Vocational, Education and Training (VET) should not remain separate.
b) There should be stronger links from learning in 1 2 3 4 5 Year 10 to post-compulsory curriculum. c) Each student should have opportunities to 1 2 3 4 5 participate in community service. d) There should be flexibility for students to achieve 1 2 3 4 5 outcomes over a shorter or longer period of time. e) Breadth and depth requirements for post-compulsory education should be identified in
• Lists of courses of study 1 2 3 4 5 • Outcomes in five learning areas 1 2 3 4 5 • Curriculum Framework outcomes 1 2 3 4 5 f) Breadth requirements should not restrict students 1 2 3 4 5 from achieving depth of learning in discipline areas; for example, Chemistry, Calculus, Economics, Japanese, Literature, and Music. g) Breadth requirements should not restrict students 1 2 3 4 5 from achieving depth of learning in vocational education and training.
h) The Curriculum Council should introduce on-line 1 2 3 4 5 computer-based testing for post-compulsory education in addition to pen and paper. i) Moderation of school-based assessment in and 1 2 3 4 5 between schools should be strengthened. j)) The Curriculum Council should introduce 1 2 3 4 5 mid-year external examinations.
k) Each school should have the responsibility for 1 2 3 4 5 setting the criteria for school completion and/or graduation. Strongly Agree Neither Disagree Strongly agree agree nor disagree disagree I) Secondary Graduation should require minimum achievement for:
• Curriculum Framework overarching outcomes 1 2 3 4 5 • Curriculum Framework learning area outcomes 1 2 3 4 5 • Course of study outcomes 1 2 3 4 5 • Literacy 1 2 3 4 5 • Numeracy 1 2 3 4 5 • Information and communication technology 1 2 3 4 5 • Experience of work. 1 2 3 4 5
m) Students should receive a Curriculum Council 1 2 3 4 5 statement recording their highest level of achievement irrespective of when they leave. n) The Statement of Achievement should show:
• school academic achievements 1 2 3 4 5
• school extra-curricula roles and activities 1 2 з 4 5 • Vocational Education and Training (VET) 1 2 3 4 5 • Tertiary Entrance Rank (TER) 1 2 3 4 5 • community service 1 2 3 4 5 • accredited external achievements. 1 2 3 4 5 o) Mechanisms should be developed to enable 1 2 З 4 5 vocational education and training to count towards university entrance.
Although the Curriculum Framework will not 1 Р) 2 3 4 5 be fully implemented before 2004, learning outcomes should be identified in post-compulsory syllabuses before this date.
Additional comments
10.The weighting of school-based and external assessment could differ in each concept. Please circle the box that best reflects your views. a) Concept One (Tertiary Entrance Examination courses of study only) External 100 70 60 ¡ 50 40 30 0 School-based o 30 40 l 50 60 70 100 b) Concept Two (all courses of study) External 100 70 I 60 l 50 40 30 1 0 School-based 0 30 40 I 50 60 70 ¡ 100 c) Concept Three (school-developed courses of study) External 100 70 60 50 40 l 30 0 School-based o 30 40 50 60 I 70 100 11. Presented below are the key ideas of each of the concepts (refer to Section Six of the discussion paper for more detail). Please circle which aspects of any of the concepts you would like included in a new post-compulsory system, and/or outline other possibilities that you believe should be explored.
CONCEPT 1 CONCEPT 2 CONCEPT 3 ALTERNATIVE CONCEPT
yrriculu . u i ulu ' , Curriculum - ►г с п ъ ' Courses of study would be Courses of study would be Schools would develop their centrally developed. There would centrally developed. One own curriculum from be separate types of curriculum type of curriculum would Curriculum Council guidelines. for TEE, WSA and VET. The incorporate general and To register courses of study Curriculum Council would identify vocational outcomes. The with the Curriculum Council, outcomes in existing syllabuses. Curriculum Council would schools would need to map Where outcomes were similar, identify outcomes for outcomes to the Curriculum subjects would be amalgamated. courses of study. Council's Post-Compulsory Standards Framework.
&eadth' nd Depthe h. , Breadth°and Depth ` Breadth and. Depth; јј а .Вreадпd Dерн .eadth requirements Breadth requirements would Breadth requirements would would be in terms of be in terms of outcomes in be in terms of outcomes. courses of study. courses of study.
tandard Standard ØØtandardsй; 'ј І 5tandard , The Curriculum Council would The Curriculum Council The Curriculum Council set standards for each type of would identify standards would develop a Post- curriculum. Standards would on scales of achievement. Compulsory Standards reflect an outcomes-focus. These would be set out in Framework. Schools would They would be identified in course of study documents. use it to establish their own syllabus documents and grade- scales of achievement. related descriptors. - ..т .t . Assessmen ѕ Ásseцmen . ,' t . Assessmen There would be different There would be one assessment Schools would determine their assessment structures for each structure for all courses of own assessment structure with type of curriculum. Some courses study. All courses of study guidelines from the Curriculum of study would be externally would be externally assessed. Council. All students would sit assessed. Existing moderation The new external assessment an externally administered structures would remain with a requirement would moderate core-skills test, which would strengthening of school-based some aspects of school-based moderate school-based oderation. VET recognition assessment. VET recognition assessment. VET recognition rangements would apply. arrangements would apply. arrangements would apply.
Certification Certification il, Certificatio r , ertificatioПØйч +й. ^, Current Secondary Graduation Secondary Graduation Secondary Graduation requirements would remain with requirements would be in terms requirements would be a minor modifications and new of outcomes in five courses of school-based decision. literacy, numeracy, and study. There would be new information and communication literacy, numeracy and technology requirements would information and communication be developed. technology requirements.
Certification would list Certification would list Certification would list the courses of study, grades, achievement of course of study achievement of outcomes, the marks, a TER, VET and outcomes, a TER, VET and context in which they were validated external validated external achieved, school achievements, achievements where achievements where applicable. core-skills test results, a TER, applicable. VET and validated external achievements where applicable.
Post-school destination ўost-achool бestinatlon$. w!, Post-school destinations P9ѕt-school destinations Changes to existing post-school Substantial changes to post- Schools would form their own destination requirements would school destination requirements partnerships with post-school be negotiated to be compatible would be negotiated to be destinations and negotiate their with an outcomes focus. compatible with courses of own requirements for transition. study outcomes and assessment. 12. The concepts for change, represented on the continuum below indicate different degrees of change. Please indicate by placing a circle on the line, the point at which change should occur to best educate students in the post-compulsory years of schooling.
Concept One Concept Two Concept Three
13. Please provide additional comments about any of the possibilities for change. These could relate to the concepts in the paper or suggest alternative ideas.
Please add extra pages if required.
Library Digitised Collections
Author/s: Curriculum Council WA
Title: Post-Compulsory Education Review. A Discussion Paper
Date: 1999
Persistent Link: http://hdl.handle.net/11343/115517