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What is the SACSA Framework

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Title: What is the SACSA Framework


1

AN OVERVIEW
2
The South Australian Curriculum, Standards and
Accountability Framework describes the curriculum
Key Ideas and Learning Outcomes all learners can
expect their education to be built on.
3

Curriculum is, and needs to continue to be, more
than ever before, dynamic.
4
  • The increasingly varied and mobile profiles of
    the communities served by our schools and
    childrens services
  • The changes in the drivers, patterns and
    opportunities in our economic structures
  • The growth, accessibility and fluidity of
    knowledge and information


5
  • Our improved understandings of learning and
    learners
  • The appearance of new patterns of exclusion and
    discrimination in society and educationthe
    persistence of old prejudices and alienations
  • The expansion of the daily possibilities for
    teaching and learning activities

6
The curriculum must have a strongly centred
corea framework that informs and guides
educators professional decisions.
7
Characteristics of the SACSA Framework
  • Birth to Year 12
  • One cohesive framework
  • Encompassing a broad and balanced curriculum
  • A framework, not the whole curriculum

8
Characteristics of the SACSA Framework continued
  • Based on constructivist theories of learning
  • Focus on outcomes
  • For all learners and inclusive of all learners
  • Refinement of the past while leading into the
    future

9
FEATURES OF THE FRAMEWORK
10
The SACSA Framework
  • CURRICULUM SCOPE
  • Key Ideas to be taught through the Learning
    Areas and interwoven with Essential Learnings,
    Equity Cross-curriculum Perspectives and
    Enterprise and Vocational Education.
  • STANDARDS
  • Developmental Learning Outcomes (Birth to Age 5)
  • Curriculum Standards (Reception to Year 10)
  • Year 12 Standards
  • CURRICULUM ACCOUNTABILITY
  • For the government sector this component of the
    Framework describes the systems Curriculum
    Accountability requirements.

11
CURRICULUM BANDS
  • Early Years Band (BirthAge 3, Age 3Age 5, RYr
    2)
  • Primary Years Band (Years 3, 4, 5)
  • Middle Years Band (Years 6, 7, 8, 9)
  • Senior Years Band (Years 10, 11, 12)
  • The Curriculum Scope and Standards are organised
    in four Curriculum Bands, which are broad stages
    of learning within the birth to Year 12 continuum
  • Introductions describe the key characteristics of
    learners and learning for each Band and the
    implications of these for the construction and
    delivery of curriculum

12
EARLY YEARS BANDBIRTH to YEAR 2, with 3 phases
  • Birth to Age 3
  • Age 3 to Age 5
  • Reception to Year 2
  • Children in the Early Years
  • are active learners with diverse potentials and
    expectations
  • are rapidly growing, developing and changing in
    complex ways
  • are particularly dependent on adults for physical
    and emotional wellbeing in the first three years
  • are advantaged by reciprocal partnerships between
    educators and families
  • move from one to one attachments to small group,
    collaborative learning

  • Continued

13
EARLY YEARS BAND continued
  • are social learners who construct and review
    their understandings through relationships,
    language based interactions, play, scaffolding
    and modelling
  • are motivated to learn through curiosity,
    imagination and creativity
  • learn in authentic, real-world situations
  • represent their understandings in a variety of
    ways
  • are developing and expressing autonomy,
    initiative and a sense of agency, mediating their
    learning environments
  • learn through physical activity and develop a
    complex variety of capabilities
  • use and enjoy repetition for practising and
    consolidating skills

14
PRIMARY YEARS BAND YEAR 3 to YEAR 5
  • Primary Years learners
  • have high levels of energy and enjoy physical
    activity resulting in natural movement and noise
    in both class and play spaces
  • are experiencing different kinds of friendships
    and exploring power dynamics
  • are exploring the similarities and differences
    between being male and female
  • are experimenting with identity and referencing
    themselves against peers
  • are keen to extend their capabilities and
    self-expression
  • are able to engage enthusiastically and expand
    their thinking in ways that are reflective and
    spontaneous.

15
MIDDLE YEARS BAND YEAR 6 to YEAR 9
  • Middle Years learners are
  • experiencing adolescence and the accompanying
    emotional, physical and sexual changes
  • learning to form, articulate and manage
    relationships
  • keen to develop greater interdependence with
    their peers and independence in their lives
  • questioning schooling and their engagement with
    schooling, reflecting on who they are, where they
    belong, what they value and where theyre going
  • developing their own voice, often challenging the
    voices of their parents/caregivers, teachers and
    society
  • aiming for a stronger sense of belonging through
    participation in wider adolescent cultures
  • becoming aware that they can make changes for
    themselves and others.

16
SENIOR YEARS BANDYEAR 10 to YEAR 12
  • Senior Years students
  • are generally 15 years of age and over, and
    include adults
  • may be full- or part-time, local, interstate or
    international, continuing or re-entry students
  • are dealing with issues related to lifestyles (eg
    youth subcultures financial a complexity of
    peer, family and other relationships sexuality
    or drugs) which may or may not be congruent with
    school values and expectations
  • may or may not have developed and articulated
    goals for their future learning and employment
    pathways
  • live with their parents/caregivers or
    independently, and experience differing levels of
    parental/caregiver influence and personal
    independence
  • Continued

17
SENIOR YEARS BAND YEAR 10 to YEAR 12 continued
  • may be moving in and out of schooling to
    undertake traineeships, apprenticeships, work
    placements or other forms of educational and
    training provision
  • may be in part-time employment or training
  • bring a variety of social, economic and cultural
    backgrounds, interests, aspirations, capabilities
    and prior learning experiences
  • are shaping and reshaping their lives and are
    forming and reviewing their personal values
  • have complex lives, juggling their learning and
    living responsibilities as they face their future
    in an ever-changing world.

18
CURRICULUM SCOPE
  • The Curriculum Scope and Standards interweave
  • Learning Areas
  • Essential Learnings
  • Equity Cross-curriculum Perspectives
  • Vocational and Enterprise Education.

Key Ideas and Learning Outcomes comprise the
required elements of the SACSA Framework for all
government schools and childrens services.
19
LEARNING AREAS
  • These are constructions of knowledge or
    disciplines constructed by scholars, which have
    traditionally framed the curriculum.
  • In the SACSA Framework the Learning Areas become
    more differentiated and specialised as learners
    move beyond the Early Years Band.
  • Key Ideas comprise the fundamental concepts of a
    Learning Area (BirthAge 5), or strand of a
    Learning Area (R12) which are developed in
    complexity across the Bands.

20
Birth to Age 3 Learning Areas
  • The psychosocial self
  • The physical self
  • The thinking and communicating self

21
Age 3 to Age 5 Learning Areas
  • Self and social development
  • Arts and creativity
  • Communication and language
  • Design and technology
  • Diversity
  • Health and physical development
  • Understanding our world

22
Reception to Year 12 Learning Areas
  • Arts
  • Design and technology
  • English
  • Health and physical education
  • Languages
  • Mathematics
  • Science
  • Society and environment
  • Religious education (for some non-government
    schools)

23
Reception to Year 12 Learning Areas
  • Learning Areas from Reception to Year 12 are
    structured and organised through strands.
  • These strands are the same for the Curriculum
    Scope as those used to frame the Curriculum
    Standards.

24
ESSENTIAL LEARNINGS BIRTH to YEAR 12
  • Essential Learnings describe the values,
    dispositions, skills and understandings that are
    considered crucial in the education and
    development of all learners in our care.
  • The development of these Learnings is an ongoing,
    lifelong process and occurs in every context of a
    learners life.

25
ESSENTIAL LEARNINGS BIRTH to YEAR 12 continued
Connect the curriculum from Birth to Year
12. Futuresdevelop the flexibility to respond
to change, recognise connections with the past
and conceive solutions for preferred
futures Identitydevelop a positive sense of self
and group, accept individual and group
responsibilities and respect individual and group
differences Interdependencework in harmony with
others and for common purposes, within and across
cultures Thinkingbe independent and critical
thinkers, with the ability to appraise
information, make decisions, be innovative and
devise creative solutions Communicationcommunicat
e powerfully using literacy, numeracy and
information and communication technologies.
26
Futures
What knowledge, skills and dispositions are
required to maximise opportunities in creating
preferred futures?
  • Learners develop
  • a sense of optimism about their ability to
    actively contribute to shaping preferred futures
  • capabilities to critically reflect on, plan and
    take action to shape preferred futures.
  • This includes
  • understanding patterns and connections within
    systems
  • understanding world views when analysing future
    challenges
  • building scenarios of preferred futures
  • demonstrating lifelong learning.

27
Identity
What knowledge, skills and dispositions are
required to critically understand self-identity,
group-identity and relationships?
  • Learners develop
  • a sense of personal and group identity
  • capabilities to contribute to, critically reflect
    on, plan and take action to shape, relationships.
  • This includes
  • understanding self, groups and others
  • understanding the social construction of
    identities
  • relating effectively to and collaborating with
    others regardless of their identities.

28
Interdependence
What knowledge, skills and dispositions are
required to critically understand the systems to
which lives are connected and to participate
positively in shaping them?
  • Learners develop
  • a sense of being connected with their worlds
  • capabilities to contribute to, critically reflect
    on, plan and take action to shape local and
    global communities.
  • This includes
  • understanding cultural and global connections,
    patterns and evolutions
  • understanding what is needed for sustainable
    social and physical environments
  • acting cooperatively to achieve agreed outcomes
  • taking civic action to benefit community.

29
Thinking
What knowledge, skills and dispositions are
required to develop particular habits of mind, to
create and innovate, and to generate solutions?
  • Learners develop
  • a sense of the power of creativity, wisdom and
    enterprise
  • capabilities to critically evaluate, plan and
    generate ideas and solutions.
  • This includes
  • using a wide range of thinking modes
  • drawing on thinking from a range of times and
    cultures
  • demonstrating enterprising attributes
  • initiating enterprising and creative solutions
    for contemporary issues.

30
Communication
What knowledge, skills and dispositions are
required to construct and deconstruct meaning,
and to critically understand the power of
communication and its technologies?
  • Learners develop
  • a sense of the power and potential of literacy,
    numeracy and information and communication
    technologies
  • capabilities to critically reflect on and shape
    the present and future through powerful uses of
    literacy, numeracy and information and
    communication technologies
  • This includes
  • understanding the complexity and power of
    language and data and their pivotal role in
    communication
  • understanding how communication works
  • making effective use of language, mathematical
    and information and communication technology
    tools
  • using communication in a range of modes to
    achieve identified outcomes.

31
Literacy, numeracy and information and
communication technologies
  • In the Essential Learning, Communication, the
    skills of literacy, numeracy and information and
    communication technologies are explicit and
    developmental throughout the Framework in all
    Learning Areas.
  • The Framework provides a basis for all educators
    to address these critical aspects of childrens
    and students education.
  • Links are made with the National Literacy and
    Numeracy Benchmarks and the Year 10 accreditation
    of Information and Communication Technologies
    Competencies.

32
Literacy
Learners develop and use operational skills in
literacy to understand, analyse, critically
respond to and produce appropriate spoken,
written, visual and multimedia communications in
different contexts.
33
Numeracy
Learners develop and use operational skills in
numeracy to understand, analyse, critically
respond to and use mathematics in different
contexts. These understandings relate to
measurement, spatial sense, patterns and algebra
and data and number.
34
Information and communication technologies (ICT)
Learners develop and use operational skills in
information and communication technologies to
critically design and construct texts, search for
and sort information, and communicate with others.
35
Key Competencies
  • Key Competencies are included explicitly
    throughout the Framework.
  • KC1 collecting, analysing and organising
    information
  • KC2 communicating ideas and information
  • KC3 planning and organising activities
  • KC4 working with others in teams
  • KC5 using mathematical ideas and techniques
  • KC6 solving problems
  • KC7 using technology

36
EQUITY CROSS-CURRICULUM PERSPECTIVES
The SACSA Framework maintains and extends South
Australias reputation and tradition for
inclusive curriculum and practice.
37
The educational entitlements of groups of
learners
  • Aboriginal learners and Torres Strait Islander
    learners
  • Learners from linguistically and culturally
    diverse backgrounds
  • Learners who have English as their second
    language
  • Learners with disabilities or learning
    difficulties
  • Learners from low socio-economic backgrounds
  • Particular groups of girls and boys
  • Learners from an isolated or rural background

38
Equity perspectives are represented across the
curriculum
  • Aboriginal and Torres Strait Islander peoples'
    perspectives
  • Multicultural perspectives
  • Gender perspectives
  • Socio-economic perspectives
  • Disability perspectives
  • Rural and isolated perspectives

39
Equity perspectives are represented across the
curriculum
  • Aboriginal and Torres Strait Islander peoples'
    perspectives which recognise that a cohesive and
    diverse society requires each child/student to
    develop a growing understanding and knowledge of
    Aboriginal and Torres Strait Islander peoples'
    heritage, experiences and issuespast, present
    and futureand to engage all learners in a
    process of furthering the aims of Reconciliation.
  • Multicultural perspectives which recognise that
    Australia's cultural and linguistic diversity is
    a resource to be developed for the benefit of all
    individuals and the nation as a whole.
  • Continued...

40
Equity perspectives continued
  • Gender perspectives which recognise that gender
    is a social construction organised upon unequal
    power relations which define and limit
    opportunities for girls and boys.
  • Socio-economic perspectives which recognise that
    our society is structured upon an unequal
    distribution of wealth, and that this defines and
    shapes social, political and economic power.
  • Disability perspectives which recognise that
    inclusive social and educational practices are
    necessary to ensure access and participation for
    all in our society.
  • Rural and isolated perspectives which recognise
    that geographical location and other forms of
    isolation influence access and opportunities in
    various ways, and therefore are factors in
    shaping peoples world views.

41
ENTERPRISE AND VOCATIONAL EDUCATION
This focus reflects the national and state
education, training, work and lifelong learning
priorities made explicit in the National Goals of
Schooling which states that students leaving
school should have employment related skills,
and an understanding of the work environment,
career options and pathways as a foundation for,
and positive attitudes towards, vocational
education and training, further education,
employment and lifelong learning. (MCEETYA
1999)
42
Vocational learning
Vocational learning provides key and important
contexts for general education, and so is an
entitlement of all learners from Birth to Year 12
explicitly interwoven in the SACSA Framework.
  • Key Competencies
  • Enterprise education
  • Career education
  • Work-based learning
  • Community-based learning

43
Vocational Education and Training (VET)
In the school context this refers to nationally
accredited and industry-specific entry level
training programs which deliver competencies
endorsed within the National Vocational Education
and Training Framework and provide credentials
within the Australian Qualifications Framework.
44
STANDARDS
  • Developmental Learning Outcomes(BirthAge 5)
  • Curriculum Standards(R10)
  • Year 12 Standards
  • High expectations of all learners
  • A common reference point for assessing and
    reporting on learners achievement
  • A basis for tracking learners progress over time
    and across different educational sites
  • Draw attention to particular aspects of
    performance which are significant along the
    continuum from birth to Year 12 progress is
    important rather than notions of pass or fail

45
Developmental Learning Outcomes. BirthAge 3 and
Age 3Age 5
  • Developmental Learning Outcomes describe the
    dimensions of learning and development towards
    which children make progress in the early years
    prior to school.
  • The evidence related to each Developmental
    Learning Outcome suggests to educators the nature
    and qualities of the progress which they observe
    in their interactions with children.

46
Developmental Learning Outcomes relate to
  • Trust and confidence
  • A positive sense of self and a confident personal
    and group identity
  • A sense of being connected with others and their
    worlds
  • Intellectual inquisitiveness
  • A range of thinking skills
  • Effective communication in a range of contexts
  • A sense of physical wellbeing
  • A range of physical competencies

47
Curriculum Standards (R10)
  • A standards-referenced approach to assessment and
    reporting
  • Educators reference students performance in
    relation to described levels of quality or
    standards expected at particular points of
    schooling
  • From Year 2 the Curriculum Standards are aligned
    with years of schooling

Towards the end of Year 2 Standard 1 Towards
the end of Year 4 Standard 2 Towards the end
of Year 6 Standard 3 Towards the end of Year
8 Standard 4 Towards the end of Year
10 Standard 5
48
Curriculum Standards continued
Outcomes Describe what will be observed or
inferred through a childs or student's
engagement with the Curriculum Scope. Examples of
evidence Represent qualities which suggest the
child or student has achieved the particular
standard Annotated work samples Illustrate
standard-setting performance, each
accompanied by annotations which describe how the
Outcomes and examples of evidence are reflected
in the work sample.
49
Year 12 Standards
  • Year 12 Standards represent the performance
    expected of students at the end of Year 12. They
    comprise the Essential Learnings capabilities
    demonstrated along with standards from externally
    developed curriculum.
  • External curriculum is quality assured at Year 12
    level by the accrediting authority under the
    Australian Qualifications Framework or equivalent.

50
CURRICULUM ACCOUNTABILITY
The professional responsibility of educators,
site leaders and state office personnel to
  • provide a comprehensive account of the
    Developmental Learning Outcomes and Curriculum
    Standards achieved by learners
  • explicitly account for the steps taken to improve
    Learning Outcomes.

51
Key dimensions of Curriculum Accountability
1. Constructing a responsive curriculum, based on
the SACSA Framework and on an understanding of
the diversity of learners and their
needs. 2. Providing ongoing feedback to learners,
based on a range of assessment strategies. 3. Impl
ementing intervention and support programs, based
on analyses of learner achievement
data. 4. Reporting to parents and caregivers and
the community, the Learning Outcomes and
Curriculum Standards achieved.
52
Curriculum is dynamic. During implementation we
will continue to learn about
  • constructivist approaches to teaching and
    learning
  • Essential Learnings
  • connections across Learning Areas
  • smoothing the transitions between Bands
  • Standards.

53
The SACSA Framework is
  • contemporary
  • uniquely South Australian
  • universal.

54
QUESTIONS AND ANSWERS
55
  • How will learners benefit?
  • The SACSA Framework places learners at the centre
    of the learning process.
  • The experiences, expertise, interests and needs
    of all learners form the basis for constructing
    curriculum. The characteristics of learners
    within each Band, as well as the characteristics
    of groups of learners, are acknowledged by the
    use of appropriate teaching and learning methods.

  • Continued

56
How will learners benefit? continued... A
cohesive curriculum framework, rather than
isolated segments of content, will enable
learners to develop values, skills, dispositions
and understandings to
  • respond to change and plan for futures
  • develop a positive sense of self and group
  • work well with a variety of others
  • be independent critical thinkers
  • communicate powerfully.

  • Continued

57
  • How will learners benefit? continued...
  • There are high expectations of all learners with
    the Standards providing common reference points
    for assessing and reporting learners achievement
    over time. Learners will
  • receive feedback about their learning
  • be identified for support or specific
    intervention strategies
  • participate in determining their learning
    programs.

58
Whats new in the SACSA Framework? By building on
the strengths of existing frameworks, educators
current practice and current knowledge and
worldwide trends in curriculum, the SACSA
Framework explicitly captures for the first time
  • a birth to Year 12 continuum which responds to
    the distinctive characteristics of learners and
    learning in each Curriculum Band
  • Essential Learnings which are the understandings,
    dispositions and capabilities developed
    throughout life and to which all Learning Areas
    contribute
  • Standards (Developmental Learning Outcomes,
    Curriculum Standards and Year 12 Standards) as
    reference points for monitoring, assessing and
    reporting learners achievement.

    Continued

59
Whats new? continued... The following features
are explicitly interwoven within the SACSA
Framework
  • constructivist approaches to teaching and
    learning which enable curriculum to be built on
    what learners already know and can do
  • Equity Cross-curriculum Perspectives which
    provide a focus for inclusive teaching, learning
    and assessing
  • Enterprise and Vocational Education across the
    curriculum
  • literacy, numeracy and information and
    communication technologies developed in all
    Learning Areas.

60
Whats different about the SACSA Framework in
relation to previous frameworks? For the first
time ever South Australian educators will work
from a curriculum designed as one framework birth
to Year 12. There is coherence and cohesion
across all Learning Areas within a Band and
throughout the Framework as a whole. Duplication
and overlap have been removed. These features
make cross-referencing between Learning Areas
easier, especially when educators are planning
integrated programs.
  • The Framework comprises two required components
    for all educators curriculum planning,
    assessment and reporting Key Ideas and Outcomes.

  • Continued

61
Whats different? continued...
  • The language of the Framework speaks to educators
    as professionals while maintaining a clear,
    consistent and direct style.
  • The quantity of material has been reduced in
    comparison to previous frameworks. There is
    consistency in the use of Key Ideas and
    illustrative material, Outcomes and examples of
    evidence. This makes the Framework more
    manageable for local curriculum planning. It
    enables educators to make local decisions about
    the curriculum detail that will meet local
    priorities and the needs of their learners.
  • Continued

62
Whats different? continued...
  • There are fewer R12 Learning Area strands (28)
    than in the curriculum statements and profiles
    (37). There are no strand organisers.
  • There are 5 Curriculum Standards in the SACSA
    Framework compared with 8 levels in the
    curriculum profiles.
  • There are fewer Outcomes than in previous
    frameworks.
  • In the Early Years there are 8 Developmental
    Learning Outcomes compared with 65 in the
    Foundation Areas of Learning.
  • In the SACSA Framework there are 72 Outcomes per
    standard across all R12 Learning Areas compared
    with 112 per level in the curriculum profiles.
  • Continued

63
Whats different? continued...
  • The General Introduction has been streamlined
    into 3 accessible partsthe vision for the SACSA
    Framework a rationale for the new aspects of the
    Framework and a practical guide to using the
    Framework. A clear description of constructivist
    approaches to teaching and learning is provided.
  • The Band structure of the SACSA Framework will
    assist educators to consider in their curriculum
    planning the distinctive characteristics of
    learners and learning at particular stages of
    their education and care.
  • Continued

64
Whats different? continued...
  • The Learning Areas have been transformed through
    the interweaving of the Essential Learnings,
    Equity Cross-curriculum Perspectives and
    Enterprise and Vocational Education. This is the
    most innovative and forward-looking feature of
    the Framework. Its effect is to describe learning
    actively, inclusively and practically. It offers
    educators a new basis for developing programs and
    learning activities that will actively engage
    children and students in their learning.
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