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Summary of the Eltis recommendations
Adjusting curriculum demands
Linking curriculum development and implementation
- That the Minister be asked to review ways in which better linkage and greater cohesion can be bought to the activities of the Office of the Board of Studies and the Department of Education and Training.
Clarification of requirement
- That a review be undertaken of all K-6 syllabuses to determine what outcomes should be defined as mandatory for teaching, assessing and reporting purposes.
Reducing levels of prescription
- That primacy be given to literacy and numeracy when defining the number of mandatory outcomes.
- For the remaining KLAs, the number of mandatory outcomes should allow for "deeper learning" to occur.
- The approach to defining manageable mandatory outcomes in K-6 should also be followed when secondary syllabuses are developed.
- Where possible the language in which mandatory outcomes are expressed be reviewed.
- defining mandatory outcomes should in no way be seen as putting restrictions on teachers to pursue enriched learning opportunities.
- Attempts to arrive at national consistency in curriculum should not result in teachers in NSW schools having imposed upon them new syllabuses which do not link with those followed at present.
Assisting schools
Training and professional development
- Bring together those directly responsible for preparing syllabuses (or revisions) and those with direct responsibility for assisting implementation.
- As part of its restructuring, the NSW Department of Education and Training develop a clear blueprint for the operations of its new curriculum officers at regional and central levels so that maximum support is given to schools.
- Particular focus be given to ways in which schools in individual regions can be brought together to build on shared experiences, with the identification of key staff in those schools who might play a vital regional role.
What might be produced for schools: Program frameworks
- Using the Stage Outcomes for the K-6 English and K-6 Mathematics syllabuses, Program Frameworks be prepared, incorporating the mandatory outcomes for each stage into a possible total teaching program that is manageable and promoting productive learning.
- An overall coordination group of experienced teachers, working with curriculum experts, be responsible for developing an overarching framework.
- While the Program Frameworks should provide a coherent work program K-6, it will be left to schools to prepare the detailed program for each of the years within a Stage.
- That when the Mathematics and English Program Frameworks are developed there be appropriate integration of mandatory outcomes from across all key learning areas.
- When the integrated Program Frameworks, as described, have been completed, there be a review of what needs to be done in the key learning areas other than English and mathematics.
Building effective assessment and reporting strategies
Overcoming assessment overkill: Assessment and Reporting Frameworks
- Linked to the development of Program Frameworks, Assessment and Reporting Frameworks be written by experienced teachers and other experts.
- Assessment and Reporting Frameworks provide for each stage within K-6:
*principles of good assessment and reporting
*detailed advice on assessment processes
*advice on how to make best use of information derived from statewide testing programs
*in particular, advice on how schools should report on progress being made by students with special needs
*schedules for managing assessment across each school year
*advice on reporting to parents
*detailed guidance on how to track student progress in an efficient way.
- As a critical component of the K-6 Assessment and Reporting Frameworks there should be included various best practice examples of process and product.
- That subject-related Assessment and Reporting Frameworks be developed for stages 4 and 5 syllabuses.
- That when Frameworks are produced for primary (K-6) and secondary (7-10) as proposed, such documents should provide advice on how each of the stage-related Program Frameworks and Assessment and Reporting Frameworks should relate to whole-school policies.
- An interactive website be established. On this site should be placed examples of current best practice materials as they are developed for the Frameworks and proposed advice designed to assist schools, with the invitation to schools to comment on what is being prepared.
- That the NSW Department of Education and Training establish an interactive website that operates as a resource bank for examples of school-based documents, student work samples, successful school practices, and relevant associated items.
Bridging the gap: Reports and reporting
- That when Assessment and Reporting Frameworks are being written, ways of reducing reporting demands be considered.
- When Assessment and Reporting Frameworks are being written, particular attention be given to:
*the scope of the reports
*the language used to describe areas of focus
*the ways in which performance levels are defined
*best practice procedures to be followed when portfolios are used.
Tracking and retaining data on student progress
- The NSW Department of Education and Training undertake a comprehensive survey of computer-based tracking systems used by schools.
Assisting transition
- When restructuring proceeds, individual regions determine how they will strengthen transition programs for students moving from primary to secondary schools and, in particular, how to assist secondary schools to make full use of student achievement data available from primary schools.
Student record card
- An examination be made of the purpose and usefulness of the current student record card.
Supporting teachers
- That steps be taken to ensure that activities relating to promoting good pedagogical practices encompassed in Quality Teaching in NSW Public Schools be firmly linked to professional development for teachers, focused on curriculum, assessment and reporting.
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