Australian and New Zealand Curriculum Comparison

-


What did I find out?
The Australian and New Zealand Curriculum models are surprisingly similar. The new Australian Curriculum (AC) has more scope to create n authentic program for the students in the classroom than I had previously thought.

The Key findings from the International Curriculum comparison include/ but are not limited to:

General Capabilities (AC, 2015) = Key Competencies (NZC, 2007)
Both are woven through, so easy for me to use previous experience to implement.
These are elaborated on for each of the learning areas to give guidance as well.


While both the AC and the NZC allow for flexibility in delivery, resources as to HOW to do this is lacking compared to the NZC resources. 
I believe this may be due to the 8 year gap between the publication dates of the current curriculums. I think that some resources created for the NZC that I have been using may help me to shape the way I think about the Australian Curriculum. They may not align exactly, but the guiding ideas of implementation and how to present information etc will definitely be beneficial.

Content Descriptions and Achievement Standards (AC, 2015) = Achievement Objectives (NZC, 2007)

 In regards to Student Agency (which I have spent an extensive amount of time on, especially during post grad study, the advice and illustrations for the AC are far more elaborate that the NZC.  I am really looking forward to delving into this deeper as my own research and thought brought me to the realisation that a lot of the agency we give students is superficial (due to time restraints and the professional nature of the teacher) and I would love to be able to develop my skills as a facilitator to give far more authentic agency, more of the time.


 CALD (Culturally and Linguistically Diverse, AC, 2015) = Inclusive (NZC, 2007)




Comments

  1. MichelleJuly 21, 2020 at 1:37 AM

    Hey Sally. I’ve been looking at lots of Australian resources recently. Especially the units of work available on PETAA there is definitely strong alignment between the 2 curriculums and there’s some amazing resources for literacy and maths freely available. Looking forward to hearing more about your foray into student agency.

    ReplyDelete

Post a Comment

Popular posts from this blog

Student Agency in Goal setting

-
Image
My current improvement goal as a professional has been to assist students better determine their own goals. So far this year we have discussed goals and a few things I had seen as a fail. We made some goal cards, one for reading/writing and maths. Setting our goals at the start of the year and aligning them with things from the Ao's and progressions.   With 3 different types of goals and using the LLI's, then translating to the Asttle marks. It was all a little bit complicated.  I have been thinking about how to better integrate the whole process and make it simpler. Turns out I was already on the right track. As the students are aware that they need to have goals now and we are always discussing next steps- when I asked them (without any prompting or warning that this would be a question) whether they had a literacy or a maths goal. 13 out of 15 could articulate both a literacy and a maths goal that they thought was appropriate for them. The maths goal for all was times tab
Read more

PB4L

-
Mana Atua Matrix Our matrix is effective in that it is referred to often in lessons and changed at least once a week to ensure we are keeping up with the abilities of the students. The matrix is moveable so that we can have it in different places around the room when needed. This means the different lessons/ conversations don't always need to be in the same place, and I can move them around the room, depending on what the students are doing where. Making it more flexible. Classroom environment Ruma Wha is designed with flexible spaces in mind, so the students are able to hide away from noise, work independently (without anyone able to disturb you), work collaboratively, outside, in the shade, in the sun.... basically, how ever they please. The desks help them to ensure they have their own space. A place they can leave their belongings and no one else can touch it. The walls are very helpful for the students to refer to activities and learning we have done previously.
Read more

Assessment: Mindlab

-
Week 25 During Week 1, I shared the action plan with leaders at my school and my students. Week 2 I collected baseline data from my class in terms of giving and receiving feedback, as well as qualitative information on their writing skills. Since Week 1 the classroom culture has been built around supporting learning, as well as the vocab that is necessary for feedback facilitation (what is SC etc).  Week 3 saw the collaborative teacher construction of the format for feedback and the introduction of this format to two groups of students separately. I have not shared my intentions yet with whanau as planned, it is within my job description already that I track data and record lessons for my practice. The only reason I saw to share with these people to have more critical eyes on my teaching and learning.  I do believe in building a supportive learning environment and including parents. Consequently, as Ann Milne suggests, to gain the trust and respect of my communit
Read more