Module 2: Curriculum

Module 2

Chapter 1. The three most outstanding things I have learnt from my exploration of the Australian Curriculum are:

• There are two versions of the Australian Curriculum: 8.1 and 7.5. And states and territories have their own versions too. As I intend to participate in possible placements and/or work in Victoria, ACT, Northern Territory and Western Australia, I will need to be familiar with a few versions (ACARA, 2016).  
• Neither F-10, nor Senior Secondary Curriculums have Outdoor Education (OE) in the list of subjects, OE is my main method, but I cannot find the details for that curriculum (Australian Curriculum, 2016). There is a brief paragraph on OE and one on Outdoor Recreation in: The Shape of the Australian Curriculum: Health and Physical Education, found in ACARA (2016), but not a curriculum with units that I can work off. (Since looking at this I have found the Outdoor Ed curriculum for ACT which is where I will be completing my first placement 1/4/16).
• It has a lot of information on the Geography subject content. Geography was my minor in my degree, and I can see how it would be an amazing and important subject to teach (Australian Curriculum, 2016).

Chapter 2. Notes of some of the information available in my subject area on the ACARA website 

(Note- my 2 subject areas are Outdoor Education and Geography, though I have opted to use Geography for much of these reflections in Module 2 as Outdoor Education is not offered from years P-10.)

Geography 

Range of subjects included in learning area: 

Geography is part of the Humanities and Social Sciences, along with Civics and Citizenship,Economics and Business, and History. Within this group of subjects, Geography is the only one that says F-12, so I don't know what years the other subjects are taught in, though I suppose it doesn't matter to me. It also shows that the Geography curriculum is in the 3rd and final stage of 'implementation'.

(ACARA, 2016).

To find out more information for teaching in subject areas, the site has a link to the Australian Curriculum website. 

The Structure of F-10 Humanities and Social sciences:

Table 1: Humanities and Social Sciences in the Years F-10 curriculum

	Foundation – Year 2	Years 3–4	Years 5–6/7	Years 7–10
History	Humanities and Social Sciences	Humanities and Social Sciences	Humanities and Social Sciences	History
Geography				Geography
Civics and Citizenship	N/A			Civics and Citizenship
Economics and Business	N/A	N/A		Economics and Business

(Australian Curriculum, 2016).

The structure of the 7-10 Geography: 

"Geography is organised in two related strands: geographical knowledge and understanding, and geographical inquiry and skills" (Australian Curriculum, 2016).

The Structure of Senior Secondary Geography:  

In Senior Secondary Geography, students develop their understanding about themes of immediate relevance to them and which have scope for application at a variety of scales, from the local to the global. There are four units:

Unit 1: Natural and ecological hazards

Unit 2: Sustainable places

Unit 3: Land cover transformations

Unit 4: Global transformations.

(Australian Curriculum, 2016)

The types of information available: 

In the Australian Curriculum website the 7-10 Geography page has; Rationale; Aims; Structure; Student Diversity; General Capabilities; Cross-curriculum Priorities; PFD Documents (containing resources and support material); and a Glossary.
There is also a 'Curriculum Filter' which allows you to select different year levels, and filter the above types of information to more easily find what you need to know.

(Australian Curriculum, 2016). 

The Senior Secondary Geography page has: Aims/Rationale; Overview of senior secondary Australian Curriculum; Structure of Geography; Links to Foundation to Year 10; Representation of General Capabilities; Representation of Cross-curriculum Priorities; Glossary; and Achievement Standards Glossary.
The curriculum content shows: unit descriptions; learning outcomes; and content description.

(Australian Curriculum, 2016).

Chapter 3. Curriculum in Victoria

F-10 Curriculum 

What are some of the considerations I need to keep in mind when designing lessons for students in years 9-10? Comment on general capabilities, cross-curriculum priorities, and diversity of learners.

I need to ensure that my lesson plans include: Critical and Creative Thinking; Ethical; Intercultural; Personal and Social; Literacy; Numeracy; and Information Communication Technology, as per the general capabilities identified in the Victorian Curriculum F-10.

I need to target learning programs to individuals level of learning achievement, rather that their assumed level based on age.

In years 9-10 students will be planning their senior secondary program of study. I can provide information to prepare them as to what the subjects will entail in the future.

Cross-curriculum priorities: "Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability is embedded in the learning areas of the Victorian Curriculum F–10" (Victorian Curriculum, 2016).

These priorities are easily, and necessarily relatable with my areas of teaching (Outdoor Education and Geography).

Diversity of learners: "The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all student, including:

• Students with disabilities
• English as an additional language
• Gifted and talented students" 

(Victorian Curriculum, 2016).

*Note- the answers to the following 2 reflections are the same for Chapter 5 reflections

Types of information that are available to guide me in my teaching: 

The Victorian Curriculum (2016) website shows how from F-10 Geography is grouped into The Humanities, and then has options to choose each of the 4 subjects for more information. In the Geography option there are further options to see: 

Rationale and Aims- What it is that the students will learn, the usefulness of the information, and the learning outcomes.

Structure- The organisation of the information taught in the subject. 

Learning in Geography- Describes briefly the concepts of place, space, environment, interconnection, sustainability, scale and change, which are the key ideas to teach and develop geographical understanding.

Scope and Sequence- A progressive continuum of learning with documents for each stage. 

Resources- Has two links: 

• Victorian Curriculum F – 10 Resources and Support (VCAA)
• Curriculum Planning Resource (VCAA)

Both links are general and not only related to teaching Geography.

Glossary- Definitions of words used in Geography

Senior Secondary Curriculum

Types of information that are available to guide me in my teaching: 

The Victoria Curriculum and Assessment Authority has pages detailing 3 study options for years 11-12: 

VCE studies (http://www.vcaa.vic.edu.au/Pages/vcal/index.aspx)- Has links to all VCE areas of studies with study designs, assessment handbooks, assessment advice and other teacher support materials. (Victorian Curriculum and Assessment Authority, 2016).

Vocational Education and Training (VET) (http://www.vcaa.vic.edu.au/Pages/vet/index.aspx)- Provides training in job related and technical skills, through which students may receive credit towards satisfactory completion of their VCE and/or VCAL. This page has links that detail how VET credit can be recognised in VCE  or other qualifications, information on undertaking VET as part of VCE or VCAL, information about the VCE VET program, the assessment, industry pathways, etc. (Victorian Curriculum and Assessment Authority, 2016).

Victorian Certificate of Applied Learning (VCAL) (http://www.vcaa.vic.edu.au/Pages/vcal/index.aspx)- is a hands-on option for students in Years 11 and 12.The page has links to resources for introducing students to the course, and for guiding teachers. (Victorian Curriculum and Assessment Authority, 2016).

Chapter 4. Curriculum in NSW 

K-10 Curriculum

Types of information that are available to guide me in my teaching: 

(All information in this section from  BOSTES,  (2016)).

BOSTES: http://syllabus.bostes.nsw.edu.au/ has the new syllabuses for: English; Mathematics; Science; Geography; and History. Programming and assessment support materials are available for each syllabus and teachers can also create scope and sequences and units dynamically using the link Program Builder.

Geography is part of the group Human Society and its Environment (HSIE). 

On the Geography K-10 Page there are the links: HSIE K–6 Guide and Geography Years 7–10 Guide, which explains some aspects of the new syllabus and its implementation.  

Other information includes:

Outcomes and Content- Has 5 stages, each will levels of knowledge and competency that the students will move through, and the content which will be taught in those stages.

Syllabus Elements- Contains:

- An introduction to the K-10 curriculum, including that for a diversity of learners. 

- A Content Key describing: Outcome coding; Coding of the Australian curriculum content; and,

Learning across the curriculum icons.

- Rationale: What Geography is, integrates knowledge from natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn why the world is the way it is. Basically stating the importance, or why students learn Geography.

-The place of the Geography K-10 Syllabus in the K-12 curriculum

- Aim: to stimulate students’ interest in and engagement with the world. Through geographical inquiry they develop an understanding of the interactions between people, places and environments across a range of scales in order to become informed, responsible and active citizens.
- Objectives: Knowledge, understanding and skills. Values and attitudes
- Outcomes: Table of objectives and outcomes - continuum of learning
- Stage Statements
- Organisation of content (concepts and structure)
- Learning across the curriculum
- Years 7-10 Life Skills outcomes and content
- Assessment: Who made the standards for assessment, what they are, the different types of assessment including for special needs students, and the process of reporting.
- Glossary

Support Materials- Contains a guide to the new syllabus, assessment advice and strategies, and programming advice and samples.

Teaching Geography to Students with Special Needs- contains Years 7-10 Life skills: advice; outcomes; and, content.

Senior Secondary Curriculum

Types of information that are available to guide me in my teaching:

(All information in this section from  BOSTES,  (2016)).

In the BOSTES Geography syllabus there is:

Syllabus- This document has the Aims, Objectives and Course Structure and Course Overview (concepts, scope and sequence). 

Assessment and Examination Materials

Other Support Materials

*Note- the 2 reflections in Module 2, Chapter 5: Curriculum in other States and Territories, are the same as the reflections in Chapter 3: Curriculum in Victoria.

References

ACARA. (2016). Home. Retrieved from http://www.acara.edu.au/default.asp 

ACARA. (2016). Humanities and Social Sciences. Retrieved from http://www.acara.edu.au/curriculum/learning_areas/humanities_and_social_sciences/humanities_and_social_sciences.html

Australian Curriculum. (2016). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/

Australian Curriculum. (2016). 7-10 Geography. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1

Australian Curriculum. (2016). 7-10 Geography. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/pdf-documents

Australian Curriculum. (2016). Humanities ans Social Sciences: Learning Area. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/structure

Australian Curriculum. (2016). Senior Secondary Curriculum: Overview. Retrieved from http://www.australiancurriculum.edu.au/SeniorSecondary/Overview

BOSTES. (2016). Home: New NSW syllabuses. Retrieved from http://syllabus.bostes.nsw.edu.au/

BOSTES. (2016). HSC. Retrieved from http://www.boardofstudies.nsw.edu.au/hsc/

Victorian Curriculum and Assessment Authority. (2016). VCE studies. Retrieved from http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

Victorian Curriculum and Assessment Authority. Victorian Certificate of Applied Learning (VCAL). (2016). http://www.vcaa.vic.edu.au/Pages/vcal/index.aspx

Victorian Curriculum and Assessment Authority. (2016). Victorian curriculum Foundation-10: Overview. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/overview/about

Victorian Curriculum and Assessment Authority. (2016). Vocational Education and Training (VET). Retrieved from http://www.vcaa.vic.edu.au/Pages/vet/index.aspx

Module 1 Later Years Students

I think the most definitive characteristics of later years students are:

• Physical- Students are in the final stages or have completed their physiological development and may be less concerned about their physical appearance (KidsGrowth.com, 2016).
• Psychological-  Has begun to form an independent identity through challenging parents and other adults as will as ideas they previously accepted in childhood and young adolescence (National Youth Mental Health Foundation, 2016, para. 3), as well as being "characterised by more settled, introspective and self-conscious behaviour" (The Department of Health, 2016).
•  Cognitive- "improved self-control and skills in planning, problem solving and decision making" (Raising Children, 2016), as well as the ability to think abstractly and use logical reasoning (The Department of Health, 2016, para. 10). 
  
• Emotional- They are able to better manage their fluctuating emotions of irritability, frustration and moodiness, as well as a shift from self-centeredness towards an empathy for others (National Youth Mental Health Foundation, 2016, para 6).
• Social- Social groups become less important while intimate individual relationships become a priority (National Youth Mental Health Foundation, 2016, para. 8), in some cases positive relationships with parents will be restore (KidsGrowth.com, 2016). 

What implication/s will the structure and functioning of Year 10, 11 and 12 have on your teaching of later years students?

I imaging that teaching later years students is a balancing act. They are nearing the end of adolescence where they are developmentally in the process of becoming more mature beings (as described in the above reflection). Though in many ways their youth and inexperience means they still need help, guidance and support "managing school, study, leisure and extra-curricula activities" (Sparks, 2016, p. 2). Additionally there will continue to be a range between the different students knowledge and maturity. In order to appropriately support their growth a teacher needs to find a balance where they can support when necessary, but allow the freedom for continued growth. And to be flexible as this differs between individuals and where they are in their progress.

What are two things you can do in your teaching to actively encourage lifelong learning?

• Teaching students how to access and evaluate information. "Information literacy: accessing and retrieving information is assessed as an integral part of students' learning, students are given specific guidance on how to seek and evaluate information - for example, how to evaluate the authenticity of Internet sites and students are encouraged to use multiple sources of information" (Bryce & Withers, 2003).
• Structure the units and lessons in my subject so that it is easy to make links from Outdoor Education to other fields of study, such as: Sciences, Geography, History and Maths (even though I'm not very skilled in this field).

Some ideas I may be able to incorporate into my teaching of later years students gained from reading Willis' (2010) Current Impact of Neuroscience in Teaching and Learning

• Get neuroimages of my students brains (just kidding).
• Share knowledge about the way the brain works and develops with the students. Willis says this enriches motivation, resilience, memory, and the joys of learning for her students.
• I don't need to know all about the neuroscience, but I need to be passionate about teaching and informed.
• Use strategies to encourage width and breadth of learning (definitely not just memorised facts).
• Relate new information to existing knowledge. 
• Make the information relevant to the student.
• Use relevant and interesting current events within lessons.
• Make cross-curricular connections, such as examining what students learnt from a different perspective.
• Can compare learning difficult subject matter with things the students have learnt in the past, such as a sport or musical instrument, and how they developed physically through practice, so too can they develop cognitively.
• Assessment will allow me to know the individuals level of learning to utilise Vygotsky's ZPD. I should teach content that is a bit beyond the students current level, and increase the difficulty of the information incrementally in response to the individuals advances.
• Provide shot-term achievable goals for students so that they can see what their effort has achieved, and to receive feedback.
• Assess often throughout, rather than at an end point with an exam or test. 
• Encourage them to take the risk of getting the answer wrong, or making incorrect predictions. After provide timely feedback for students so they can adjust the information in their minds.
• Don't single students out when assessing for learning, find other ways. This knowledge will allow me to cater my teaching to each individual.
• Recognise effort as well as achievement. 
• Create and maintain a non-threatening environment. Students who are afraid of failure or embarrassment are less likely to be learning as the input of environmental stimuli will not make it to the section of their brain where they can store information.
• Reduce students perception of the threat of punishment.
• Encourage students to attempt answers or predictions where they may get the wrong answer. Try to reduce their fear of participation so they are in a state where they are able to learn.
• Build novelty into learning new information using strategies such as: modulating voice when presenting information; use colour to mark important points; vary font size in printed material; change seating arrangements periodically.
• Build novelty into learning new information in cooler ways such as: asking students to predict what the next class is about; playing music as the students enter that relates to the lesson content.
• Have students teach newly learnt information to peers or family to help cement the learning for them,
• Be a happy teacher.
• Make opportunities for students to practice using judgement, organisation, prioritisation, risk assessment, critical analysis, concept development and creative problem solving skills.
• Teach them different ways of organising and grouping information, such as creating a graphic organiser.
• Allow students to walk around class periodically.
• I won't be sarcastic (although I wouldn't have been anyway).
• Structure positive peer interactions such as with well planned collaborative group work.
• Democracy in some choices of practice or assessment options.
• Use multi-sensory learning strategies.
• Let students know that intelligence isn't determined by our genes and that we have the ability to build intelligence through study and review.

References





Bryce, J., and Withers, G. (2003). Engaging secondary students in lifelong learning. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1014&context=indigenous_education

The Department of Health. (2016). The youth development model. Retrieved from http://health.gov.au/internet/publications/publishing.nsf/Content/drugtreat-pubs-front2-wk-toc~drugtreat-pubs-front2-wk-secb~drugtreat-pubs-front2-wk-secb-3~drugtreat-pubs-front2-wk-secb-3-2

KidsGrowth.com. (2016). Stages of adolescent behaviour. Retrieved from http://www.kidsgrowth.com/resources/articledetail.cfm?id=1140


National Youth Mental Health Foundation. (2016). Adolescent Behaviour. Retrieved from http://headspace.org.au/family/adolescent-development/

Raising Children. (2016). Your child's changing body. Retrieved from http://raisingchildren.net.au/articles/physical_changes_teenagers.html/context/1156

Sparks, A. (2016). EDU5MTL, Later years students [LMS]. EDU5MTL, Albury Wodonga, Australia: La Trobe University, Department of Education. 

Willis, J. (2010). Current impact of neuroscience in teaching and learning. In D. A. Sousa (Ed.), Mind, brain & education (pp. chapter 3). USA: Solution Tree Press