Curriculum, Pedagogy, Assessment & Reporting T-12
Curriculum, Pedagogy,Assessment & Reporting T-12A Framework for Quality Education inNorthern Territory Schools
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Curriculum, Pedagogy,Assessment &Reporting T - 12A Framework for Quality Education inNorthern Territory SchoolsCurriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 20203
CONTENTSPAGEOverview5Vision6Framework6Context of schooling in the Northern Territory9Statements of porting22Glossary26AppendicesA. Recommended time allocation for curriculum delivery28B. Explicit teaching gradual release of responsibility model30C. Principles of assessment31D. Quality Assurance Assessment Cycle32E. 2018 assessment schedule33F. Descriptors for reporting to parents Years 1 – 935ReferencesCurriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 2020374
OVERVIEWIn the Northern Territory, curriculum, pedagogy, assessment and reporting is governed by theNorthern Territory Board of Studies (NTBOS) for Transition to Year 10 and the SouthAustralian Certificate of Education (SACE) Board for Years 11 to 12.The NTBOS provides advice to the Minister and the Chief Executive Officer of theDepartment of Education in relation to: establishing and maintaining curriculum that addresses the needs of all studentsin the Northern Territory establishing and maintaining procedures for student assessment, reporting andcertification monitoring, evaluating and reporting on student performance improving student outcomes (Northern Territory of Australia Education Act2015)The NTBOS recognises the diverse needs of the schooling sectors and individual schoolcommunities that exist throughout the Northern Territory. Factors includinggeolocation, mobility, cultural heritage, language and other needs, mean that curriculum,pedagogical, assessment and reporting practices will need to be responsive tocommunity specific needs.The NTBOS has a service agreement with the SACE Board of South Australia to offercurriculum and provide assessment and reporting provision for the Northern TerritoryCertificate of Education and Training (NTCET). The SACE policies also apply to theNTCET.This framework provides statements of expectation for all Northern Territory educatorsto ensure quality education is provided. The guidelines advise school communities onhow effective use of curriculum, pedagogy, assessment and reporting processes supportschools to implement their explicit improvement agenda. This framework is a referencepoint from which leaders of Government, Catholic and Independent schools work inpartnership with school leadership teams and teachers to implement curriculum,pedagogical, assessment and reporting practices in ways that: support each school in their transition from good to great (McKinsey &Company, 2010) value the professional knowledge of teachers and paraprofessionals reflect local school contexts are inclusive of an individual student’s family, linguistic, cultural and communitybackgroundCurriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 20205
VISIONEvery student every day, experiences the teaching and learning they need to besuccessful learners, confident and capable individuals. Through the experience ofquality teaching, meaningful curriculum and assessment, high expectations and anengaging learning environment, students will become active and informed worldcitizens.Every teacher in every classroom is inspired and passionate, activating the mind framerequired to ensure every teaching and learning experience fosters a desire for learningand fulfils student needs and aspirations.Every leader in every school is intensely involved in curricular, assessment andinstructional delivery that directly affect student engagement, progress andachievement.THE FRAMEWORKThe following principles in Figure 1, draw from the National School Improvement Tool(Masters, 2012) endorsed by the Standing Council on School Education and EarlyChildhood at its meeting on 7 December 2012. The NTBOS intends that theseprinciples provide a research informed frame to guide how sectors and schools work toachieve ongoing improvement in curriculum, pedagogy, assessment and reportingpractice.Figure 1 School Improvement FrameworkCurriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 20206
1. An Explicit Improvement AgendaCurriculum and assessment plans, pedagogical strategies, and reportingprocedures are used by school leadership teams to drive a strong improvementagenda. These plans, strategies and procedures are grounded in evidence fromresearch and practice and expressed in terms of improvement in measurablestudent outcomes. They set and communicate to parents and families, teachersand students, with accompanying timelines, explicit and clear school-wide targetsfor improvement.2. Analysis and Discussion of DataHigh priority is given to school-wide analysis and discussion of systematicallycollected data from student assessments, attendance and behavioural outcomes,as well as student wellbeing to make sense of performance over time. The datacollected measures growth across the school and analysis supports teachers toknow their impact on the progress of all students.3. A Culture that Promotes learningTeaching and learning is driven by the deep belief that every student is capableof success. Building and maintaining positive and caring relationships is at theheart of sustaining a strong collegial culture of mutual trust and support betweenstaff, students and parents. Schools work to maintain a learning environment thatis safe, respectful, tolerant, and inclusive and that promotes intellectual rigour.4. Targeted Use of School ResourcesThe school applies resources (staff time, expertise, funds, facilities, materials) in atargeted manner to meet the learning and wellbeing needs of all students. It hasschool- wide teaching and learning policies, practices and programs in place toassist in identifying and addressing student needs. Flexible structures andprocesses enable the school to respond appropriately to the needs of individuallearners, influencing the way curriculum is delivered, teaching is practised,assessment information is clarified and confirmed and the reporting of progressand achievement is accomplished.5. An Expert Teaching TeamRobust procedures are in place to encourage school-wide, shared responsibilityfor student learning and success. Highly capable teachers take active leadershiproles beyond the classroom to encourage a culture of professional improvementthat includes classroom-based learning, mentoring and coaching arrangements.Collective expertise is developed, assisting teachers to know what is required toachieve progress for every student.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 20207
6. Systematic Curriculum DeliveryThe school has a coherent sequenced plan for curriculum delivery that ensuresconsistent teaching and learning and a clear reference for monitoring learningsuccess. The plan, to which assessment and reporting procedures are aligned, hasbeen developed with reference to the Australian Curriculum, NTCET or otherapproved curriculum and collaboratively refined to provide a shared vision forteaching and learning. This plan is shared with parents and families.7. Differentiated Teaching and LearningThe school works to ensure that in their day-to-day teaching, classroom teachersuse the curriculum to identify and address the learning needs of individualstudents. Teachers are encouraged and supported to closely monitor theprogress of individuals and the impact of teaching and assessment practices toidentify learning difficulties and tailor classroom activities to the student’s levelof readiness and need.8. Effective Pedagogical PracticesSchool leaders recognise that highly effective teaching of the curriculum andquality assessment practices are central to improving student learning. They takean instructional leadership role, encouraging the use of research-based practicesto enact the whole-school’s curriculum and assessment plan in every classroom.Assessment measures how well every student is learning and effective feedbackensures every student is engaged and challenged. Every teacher understands anduses effective teaching methods, including explicit instruction to implementcurriculum and assessment maximising student learning.9. School Community PartnershipsPartnerships are strategically established to address identified student learningneeds and provide access to experiences and support not available within theschool. Student learning and wellbeing is fostered by partnering with parents andfamilies, other education and training institutions, local businesses andcommunity organisations that are committed to the teaching and learning goalsof the school. Procedures are in place to ensure effective communication and tomonitor and evaluate the intended impact of the partnerships on studentprogress and achievement.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 20208
CONTEXTS OF SCHOOLING IN THENORTHERN TERRITORYThe Melbourne Declaration emphasises the importance of knowledge, understandingand skills from each of the Learning Areas, General Capabilities and Cross-CurriculumPriorities as the basis for a curriculum designed to support learning. The AustralianCurriculum is formed by these three curriculum dimensions, and it is the relationshipbetween these dimensions that provides flexibility for schools and teachers to ‘promotepersonalised learning that aims to fulfil the diverse capabilities of each youngAustralian.’1Year 11 and 12 students enrol in the NTCET, an internationally recognised qualification.The NTCET is based on the seven Australian Curriculum General Capabilities. Thecapabilities comprise an integrated and interconnected set of knowledge, skills andunderstandings that students develop and use in their learning through NTCET subjects.1MCEETYA, The Melbourne Declaration 2008, p. 7)Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 20209
The NTCET fosters the development of these capabilities to ensure that all studentscontinue to develop capabilities to live, learn, work and participate successfully in anever-changing society.Schools, in consultation with their sectorial authority have considerable flexibility andaccountability in the design of their teaching, learning and assessment plans, and thepedagogical practices they use. This enables schools to develop particularspecialisations and areas of expertise and innovation while ensuring the approvedcurriculum is delivered, the practice is evidence-informed, the assessment is rigorousand the reporting explains to the students and others where the student is on thelearning continuum.Northern Territory schools are expected to develop, monitor and review a whole-schoolcurriculum and assessment plan, communicating to students, staff and the communityhow the school will; meet student needs ensure opportunities for students to pursue specific interests and developparticular expertise meet the priorities of the school community and the systemBilingual schools Bilingual education is a systematic approach to learning that emphasises the use of thelearners’ first language to teach curriculum subjects, literacy and other languages.Additional languages are gradually integrated into teaching and learning through aplanned and careful approach. Bilingual/ multicultural education emphasises the use ofthe first language as both a medium and a subject of instruction in order to build astrong cognitive foundation that will support the learning and use of additionallanguages.Remote schools All NT Government remote and very remote schools follow an agreed whole schoolapproach to literacy and numeracy ensuring Indigenous students achieve agebenchmarks in their primary years of schooling, and plan for their secondary educationwith confidence. Secondary education includes Employment Pathways, the AustralianCurriculum and/ or access to the NTCET.Employment Pathways is an NTBOS approved framework for secondary educationprovision for Aboriginal students from remote communities. It includes core domainswhich cover literacy, numeracy, life skills, wellbeing, employability skills and vocationallearning.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202010
STATEMENTS OF EXPECTATIONThis policy framework defines the expectations of systems, school leaders and teachersin curriculum provision, pedagogical and assessment practices, as well as reportingprocedures in all Northern Territory schools. It reflects the Northern Territory Board ofStudies agenda for improved student engagement, intellectual challenge andachievement, and the goal to deliver a quality and equitable education across allPrimary, Middle, Senior and Comprehensive Schools in the Northern Territory.Curriculum, pedagogy, assessment and reporting impact student learning and each ofthese components are interrelated to each other as described in Figure 2, Effectiveteaching and learning process.Figure 2 Effective teaching and learning processCurriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202011
Northern Territory schools are expected to:CurriculumProvide a curriculum that maximises the capacity of all students todemonstrate achievement of Year/ Band Level Achievement Standards orNTCET subject specific Performance Standards and develop thecapabilities that will enable them to be successful learners, confident andcreative individuals and active and informed citizens (Ministerial Council onEducation, Employment, Training and Youth Affairs, 2008).CurriculumPedagogyPedagogyAssessmentUse evidence based teaching and learning pedagogies to ensurestudents achieve their recognised learning goals and targetedoutcomes.Assess, monitor and evaluate students’ progress andachievement against curriculum year /band level achievementstandards or NTCET subject specific assessment requirementsand Performance Standards using processes to supportconsistency of teachers’ judgement.AssessmentReportingReportingCommunicate learning progress and achievement to students,their families and the community in a timely and appropriateway.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202012
1. CURRICULUMCurriculumStatement of Expectation - CurriculumNorthern Territory schools are expected to provide a curriculum that maximises thecapacity of all students to demonstrate achievement of Year/ Band Level AchievementStandards or NTCET subject specific Performance Standards and develop thecapabilities that will enable them to be successful learners, confident and creativeindividuals and active and informed citizens (Ministerial Council on Education,Employment, Training and Youth Affairs, 2008).Curriculum describes: the knowledge, understandings, skills, attitudes, capabilities and behaviours thatall young Territorians are taughtparticular learning area/subject skills, knowledge and understandings at aparticular year / band levela continuum of learning that makes clear to teachers what is to be taught acrossthe years of schooling.In the Northern Territory, the Australian Curriculum, ACARA recognised curriculum andNorthern Territory Board of Studies approved curriculum, NTCET or VocationalEducation and Training (VET) curriculum are to be used in schools with the addition ofan NT specific curriculum for Indigenous Languages and Cultures.The Australian Curriculum provides students with: deep knowledge, understandings, skills and values that will enable advancedlearning and an ability to innovate on ideas and translate them into practicalapplicationsGeneral Capabilities that underpin flexible and analytical thinking, a capacity towork with others and an ability to move across learning areas to develop newexpertise (Australian Curriculum Assessment and Reporting Authority, 2015).The NTCET curriculum provides students in Year 10, Stage 1 (nominally Year 11) andStage 2 (nominally Year 12) with access to flexible learning arrangements wherestudents have increased opportunities to develop the academic, interpersonal andemployment-related skills needed for the future. This is provided through the use of theSouth Australian Certificate of Education (SACE) curriculum for Stage 1 and 2 andthrough the use of the Northern Territory Board of Studies approved Year 10curriculum that has been aligned to the Australian Curriculum.VET is recognised within the NTCET as are other community developed programs (forexample, the Duke of Edinburgh’s Award, Australian Music Examination Board (AMEB)Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202013
music exams) and community learning. Students who enter the NTCET from interstate,overseas and with International Baccalaureate Diploma Program (IB) grades can applyto have their previous study recognised.Modified subjects can be offered to students with significant intellectual disabilities.Students are eligible to enrol in NTCET Modified subjects if they have identifiedintellectual disabilities and will not be able to successfully reach the performancestandards in mainstream subjects because of their intellectual functioning and adaptivebehaviour.In Northern Territory schools, the Eight Learning Management Questions2 are a set ofdesign-based questions that support teachers to implement curriculum through designof teaching and learning plans that are focused on producing the intended learningoutcomes (Smith, 2007). As explained in Figure 3, these questions guide teachers in thedevelopment, implementation, use and review of the curriculum in the classroom,ensuring it is contextually relevant and meets the needs of all their students.Figure 3 Eight Learning Management Question2Smith, L. K. (2007). Learning Management - Transitioning Teachers for National and International Change. Pearson Education Australia.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202014
Implementation meansSectors ensure all schools have a coherent whole-school curriculum and assessment planfor curriculum delivery that has been developed with reference to the AustralianCurriculum, ACARA recognised curriculum, Northern Territory Board of Studiesapproved curriculum or NTCET curriculumensure all schools provide teaching and learning experiences that will growknowledge, understanding and skills defined by each of the eight learning areas;English, Mathematics, Health and Physical Education, Humanities and SocialSciences, Languages, Science, Technologies and The Arts. Refer to Appendix Afor recommended time allocationensure all students are aware of the completion requirements for the NTCETpattern. Refer to Appendix Bensure all students have opportunities to experience a balanced curriculumincorporating the Cross-Curriculum Priorities and General Capabilitiesestablish policy, procedures and programs that identify, support and cater fordiversity across the schoolensure EAL/D students have the opportunities to gain proficiency in StandardAustralian English in order to access age-appropriate learning across thecurriculum.School leaders 3facilitate expert teams to develop the yearly overviews/scope andsequences/learning progressions3 that inform day-to-day classroom teachingmonitor the impact of curriculum implementation on student progress andachievement and on the teaching and learning practices of classroom teachersstrategically establish partnerships with other education and training institutions,local businesses and community organisations to provide access to learning,experiences and support not available within the schooluse an evidence-based learning design approach to plan how the curriculumsupports students to:o develop the skills and understandings required for them to achieve andprogress through the standards described in the curriculumo develop the capabilities required for them to be confident and creativelearners and active and informed world-citizenso acquire the perspectives they need to engage with and better understandtheir world at a regional, national and global dimension.Explanatory comment: In the Northern Territory schools use these terms interchangeably. Refer to glossary.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202015
Teachers use the Australian Curriculum, ACARA recognised curriculum, Northern TerritoryBoard of Studies approved curriculum or NTCET curriculum to identify andaddress the learning needs of individual studentsset explicit, challenging and achievable learning goals for all studentsdesign well-sequenced teaching and learning programs for students T-9 andLearning and Assessment Plans (LAPs) for Years 10 – 12o using knowledge of curriculum, assessment and reporting requirementso guided by detailed understanding of students’ literacy and numeracyneeds to enable students to access the Australian Curriculum or NTCET,such as LANE and Direct Instruction progressionso that develop student knowledge, skills, and General Capabilities, includinghandwriting, keyboarding and use of touch screens from Transitionevaluate their teaching and learning programs using evidence, including feedbackfrom students and student assessment data, to inform planning.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202016
2. PEDAGOGYPedagogyStatement of Expectation - PedagogyNorthern Territory schools are expected to use evidence based teaching and learningpedagogies to ensure students achieve their recognised learning goals and targetedoutcomes.Pedagogical practice can be thought of as the series of actions a teacher takes to engageand promote student learning. In the Northern Territory, the diversity of school contextsrequires that each school is accountable for making decisions about how they teach thecurriculum in accordance with the needs of their students and the expectations of thecommunity.Figure 4 Pedagogical Content KnowledgePedagogical, Content Knowledge (PCK4), as pictured in Figure 4, describes effectivepedagogical practice underpinned by the following principles.4Pedagogical Content Knowledge, hing-effectiveness/what-is-pck.aspxCurriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202017
Students learn best when: the learning environment is caring and productivethe learning environment promotes independence, interdependence and selfmotivationstudents’ needs, backgrounds, perspectives and interests are reflected in thelearning programstudents are challenged and supported to develop deep levels of thinking andapplicationassessment practices are an integral part of teaching and learninglearning connects strongly with communities and practice beyond the classroom.Teachers are expected to instruct and support students to learn to perform a taskwithin their zone of proximal development (ZPD) through a process of explicitinstruction and gradual release of responsibility as described in Appendix C, ExplicitTeaching Gradual Release of Responsibility Model. The ZPD, is the difference betweenwhat a child can accomplish alone and what he/she can accomplish when the teacherprovides scaffolding.Scaffolding5 is defined by three key critical components. The level of support providedis contingent on the learner’s needs. As the student gains understanding throughpractice, the teacher fades the support over time. While fading the support, the teacheralso transfers the responsibility to the student, so they take more and more controlover their learning.Implementation meansSectors 5ensure schools implement evidence based whole school approaches topedagogical practice for improving the impact of teaching and learning on studentprogress and achievementensure teachers are able to differentiate pedagogical practice so students:a. with a disability are able to participate in the learning experiences(including assessment)b. with outstanding potential (gifted) and who are high level performers(talented) have opportunities to develop depth and breadth of knowledge,skills and understandingsc. who are learning English as an additional language or dialect, haveopportunity to learn the language needed to access, engage and achieve,age appropriate curriculum.Scaffoldinng, Van de Pol, Volman, & Beishuizen, 2010Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202018
School leaders base whole-school approaches to pedagogical practice on research into howtheir students best learn the knowledge, skills and capabilities of the curriculumtake an instructional leadership role, encouraging the use of research-basedpractices to enact the school’s curriculum plan in every classroomensure that in remote and very remote schools, their whole school literacy andnumeracy plans incorporate explicit teaching methodsmonitor the impact of pedagogical practices on student achievement andengagementTeachers use explicit instruction when implementing curriculum and assessment tomaximise student learningestablish and maintain orderly and workable routines to create an environmentwhere student time is spent on learning tasksuse teaching strategies that are responsive to the learning strengths and needsof students from diverse contexts and backgroundsidentify learning difficulties and tailor differentiated strategies to meet thespecific learning needs of students across the full range of abilitiesemploy effective verbal and non-verbal communication strategies to supportstudent engagement, participation, understanding and achievementimplement inclusive and positive interactions so that the learning experiencesare engaging and challenging.Curriculum, Pedagogy, Assessment & Reporting:A Framework for Quality Education in Northern Territory Schools—2018 - 202019
3. ASSESSMENTAssessmentStatement of Expectation - AssessmentNorthern Territory Schools are expected to assess, monitor and evaluate students’progress and achievement against curriculum year / band level achievement standardsor NTCET subject specific assessment requirements and Performance Standards usingprocesses to support consistency of teachers’ judgement.Assessment describes information a teacher collects as evidence of a student’s currentachievement. A range of assessment strategies should be used including diagnostic,formative and summative.Assessment is a process: for, of and as learning, refer to Figure 5of gathering and interpreting the evidence of learning to make judgements aboutthe level of knowledge, skill, understanding and capabilitythat provides the crucial link between achievement standards, content, teachingand learning activities, feedback and reportingthat all
Curriculum, Pedagogy, Assessment & Reporting: A Framework for Quality Education in Northern Territory Schools—2018 - 2020 5 OVERVIEW In the Northern Territory, curriculum, pedagogy, assessment and reporting is governed by the Northern Territory Board o
been seeking a pedagogy of the oppressed or critical pedagogy and has proposed a pedagogy with a new relationship between teacher, student and society. As a result of the broader debates on pedagogy, practitioners have been wanting to rework the boundaries of care and education via the idea of social pedagogy; and perhaps .
music (CCM) vocal pedagogy through the experiences of two vocal pedagogy teachers, the other in the USA and the other in Finland. The aim of this study has been to find out how the discipline presently looks from a vocal pedagogy teacher's viewpoint, what has the process of building higher education CCM vocal pedagogy courses been
Handbook for Curriculum Assessment Curriculum Assessment: An Overview What is curriculum assessment? Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve student learning in sustainable ways. Why bother assessing curriculum? Curriculum assessment can serve several major purposes:
mathematics. However, the pedagogy of mathematics education is an immense field that has enjoyed much more research attention and funding than the pedagogy of music theory. Current research trends in mathematics pedagogy include incorporating elements of cognitive science and neurosc
CTET Mathematics include two important sections, CONTENT & PEDAGOGY and 50% questions are based on Pedagogy. The purpose of this eBook is to provide you quick revision notes on Mathematics Pedagogy. We have also provided questions from previous year’s exams to help yo
What is pedagogy? The word ‘pedagogy’ is from the Greek for ‘leading children to school.’ We use it to describe: the principles and methods of instruction the art or science of being a teacher. ‘Pedagogy is the act of teaching together with its attendant di
(Nodes)A lump formed by an aggregate of cells on the vocal fold. Miller, 313 . Ossification. The hardening of tissue into a bony substance. Passaggio. Vocal register pivotal point (as in primo passaggio, secondo passaggio) Pedagogy (Vocal Pedagogy, Acoustic Vocal Pedagogy) Vocal pedagogy is the study of the art and science of voice instruction.
“Battle of the Ardennes.” And the Western Allies termed it the “Ardennes Counteroffensive.” But because of the way the map of Western Europe looked at the height of the battle, it became known to his - tory as the “Battle of the Bulge.” It was the winter of 1944–1945, months before the war in Europe would end. Despite the .
