Understanding the

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Workshop 1

• Understanding the
• KLA Syllabuses and support materials to plan for
  diverse learners and their needs

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Overview of Workshop 1

• Identify how syllabuses respond to equity issues
• Understand the structure of the Years 1 to 10 Key
  Learning Area syllabuses and support materials
• Make links between planning and assessment of
  student learning.

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Identifying how syllabuses respond to equity
issues
Section 1
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Principles underpinning an outcomes approach

• A clear focus on learning outcomes
• High expectations for all students
• A focus on development
• Planning curriculum with learners and outcomes in
  mind
• Expanded opportunities to learn.

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High expectations for all students

• Adequate time and support need to be provided so
  that students may demonstrate the levels of which
  they are capable.

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Planning curriculum with learners in mind

• Equity principles
• Respecting and using the knowledge, skills and
  experiences of all students as a basis for their
  learning
• Identifying and minimising barriers to access,
  participation, active engagement, construction of
  knowledge and demonstration of learning
• QSA, KLA syllabuses Equity in curriculum
  sections

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Planning curriculum with learners in mind

• Student access and participation
• Learning experiences and assessment opportunities
  that support student access and success
• Some students may require
• individualised planning for learning and
  assessment activities
• adjustments to resources or the physical
  environment to promote access and participation.

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Planning curriculum with learners in mind

• Learner-centred approach
• Learning is the active construction of meaning
• Teaching is the act of guiding, scaffolding and
  facilitating learning
• Knowledge evolves and is built on prior
  experiences
• Each student develops knowledge, procedures and
  strategies in their own way, at their own rate
  and in different contexts.

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Understanding the structure of the Years 1 to 10
Key Learning Area syllabuses and support
materials
Section 2
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Syllabus outcomes

• Overall learning outcomes
• Key Learning Area outcomes
• Foundation Level learning outcomes
• Core and/or discretionary learning outcomes

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Key Learning Area outcomes

• Highlight the uniqueness of the Key Learning Area
  and its particular contribution to lifelong
  learning
• Are the intended results of extended engagement
  with the Years 1 to 10 Key Learning Area syllabus.

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Selecting outcomes from different levels

• A students learning program may include outcomes
  selected from
• Foundation Level outcomes
• Core learning outcomes
• Discretionary learning outcomes
• The use of one set of outcomes does not exclude
  the use of others.

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Foundation Level learning outcomes

• Are examples of outcomes that students may
  demonstrate
• May be developed and tailored to meet the needs
  of some students with disabilities
• Are much more specific than core or discretionary
  learning outcomes.

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Core learning outcomes (CLOs) levels 16

• Describe learnings considered necessary for all
  students
• Describe what students know and can do with what
  they know as a result of planned learning
  experiences
• Are presented in order of increasing complexity
  from Foundation Level through Levels 1 to 6
• Are demonstrated in a range of contexts over time
• Additional time may be needed to provide some
  students with opportunities to demonstrate CLOs.

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Discretionary learning outcomes

• Describe what students know and can do with what
  they know, beyond what is considered essential
• Are intended to broaden students understandings
• Provide opportunities for students to pursue
  interests and challenges beyond the requirements
  of the CLOs.

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Sequencing learning outcomes

• Foundation Level outcomes are tailored to meet
  the needs of individual students with diverse
  learning needs.
• Sequences of learning outcomes across levels are
  based on key concepts, organising ideas or
  processes.
• The sequencing of learning outcomes is such that
  each level is nested within the following
  level.
• Learning outcomes for successive levels are
  conceptually related to each other, forming
  learning continua rather than a number of
  discrete entities.

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Elaborations

• Make clear what students need to know and do with
  what they know
• Contextualise the Core learning outcomes (levels
  1-6) and Foundation Level learning outcomes by
  providing examples of what students may do in
  order to demonstrate their learning
• Are intended to be inclusive.

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Planning using Foundation Level learning outcomes

• Options include
• Select from the sample outcomes in the KLA
  syllabuses
• Design your own outcomes to reflect students
  needs and interests
• Consider making adjustments to
• what is important for students to learn
• ways students can interact and learn
• ways students demonstrate their learning
• Use Elaborations to focus learning activities.

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Your task
Use Foundation Level outcomes to make decisions
about the focus of learning for individual
students

• Read the Foundation Learning outcomes from a Key
  Learning Area syllabus
• Select outcomes from a strand, or across strands,
  that could contribute to a students individual
  educational plan (IEP)
• Discuss how to use these learning outcomes to
  progress learning
• Adapt selected outcomes, as required, for
  individual students.

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Planning using core learning outcomes

• Design contexts/tasks that are broad enough to
  allow demonstration of different levels of
  learning
• Consider making adjustments to
• what is important for students to learn
• ways students can interact and learn
• ways students can demonstrate their learning
• Use the Elaborations in the Sourcebook Guidelines
  to focus learning activities.

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Your task
Combine core learning outcomes with Foundation
Level outcomes to make decisions about the focus
of learning for individual students

• Read the Foundation and core learning outcomes
  from a Key Learning Area syllabus
• Select outcomes from a strand, or across strands,
  that could contribute to a students learning
• Refer to the elaborations for additional
  information and examples of activities
• Discuss how to use the selected Foundation and
  core learning outcomes to focus and progress
  learning.

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Your task
Move from planning learning experiences to
planning units of work.

• How could you use
• Foundation Level outcomes and
• Core learning outcomes
• to develop units of work?
• Share and explain your decisions about the
  selection of outcomes or statements for learning.
• Use the unit planner template to design a unit of
  work for your students

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Making the links between planning and assessment
of student learning
Section 3
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A model for planning learning, teaching,
assessing and reporting
Adapted from Position Paper and Guidelines An
Outcomes Approach to Assessment and
Reporting http//www.qsa.qld.edu.au/yrs1to10/oia/p
lanning/model.doc
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Planning for assessment of learning

• Make explicit what students need to know and do
  with what they know
• Use this information when planning
• learning opportunities
• appropriate ways to demonstrate learning
• Use elements of the syllabus and support
  materials to enhance understandings of the
  learning outcomes.

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How to make judgments

• Analyse what learning is to be demonstrated
• Consider that learning takes place along a
  continuum and consider what learning comes before
  and after the assessment period
• Consider the range of evidence gathered and
  recorded
• Consider assessment opportunities and plan for
  them
• Decide if sufficient evidence has been gathered
• Make a professional, holistic judgment

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Further information

• QSCC and QSA publications
• DETA
• http//education.qld.gov.au/curriculum/learning/st
  udents/disabilities/
• http//www.learningplace.com.au/default_community.
  asp?orgid19suborgid230
• Equity
• http//www.qsa.qld.edu.au/yourqsa/policy/equity/in
  dex.html
• http//education.qld.gov.au/corporate/qse2010/pdf/
  equitypaper.pdf
• QSA website
• http//www.qsa.qld.edu.au (click on Years 1 to
  10)