Title: What is the SACSA Framework
1 AN OVERVIEW
2The 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
6The curriculum must have a strongly centred
corea framework that informs and guides
educators professional decisions.
7Characteristics of the SACSA Framework
- Birth to Year 12
- One cohesive framework
- Encompassing a broad and balanced curriculum
- A framework, not the whole curriculum
8Characteristics 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
9FEATURES OF THE FRAMEWORK
10The 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.
11CURRICULUM 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
12EARLY 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
13EARLY 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
14PRIMARY 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.
15MIDDLE 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.
16SENIOR 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
17SENIOR 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.
18CURRICULUM 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.
19LEARNING 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.
20Birth to Age 3 Learning Areas
- The psychosocial self
- The physical self
- The thinking and communicating self
21Age 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
22Reception 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)
23Reception 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.
24ESSENTIAL 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.
25ESSENTIAL 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.
26Futures
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.
27Identity
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.
28Interdependence
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.
29Thinking
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.
30Communication
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.
31Literacy, 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.
32Literacy
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.
33Numeracy
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.
34Information 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.
35Key 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
36EQUITY CROSS-CURRICULUM PERSPECTIVES
The SACSA Framework maintains and extends South
Australias reputation and tradition for
inclusive curriculum and practice.
37The 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
38Equity 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
39Equity 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...
40Equity 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.
41ENTERPRISE 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)
42Vocational 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
43Vocational 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.
44STANDARDS
- 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
45Developmental 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.
46Developmental 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
47Curriculum 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
48Curriculum 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.
49Year 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.
50CURRICULUM 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.
51Key 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.
52Curriculum 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.
53The SACSA Framework is
- contemporary
- uniquely South Australian
- universal.
54QUESTIONS 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
56How 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.
58Whats 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
59Whats 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.
60Whats 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
61Whats 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
62Whats 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
63Whats 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
64Whats 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.