Planning for providing the Australian Curriculum Years 7 8 - 2020 - 2021 - 2021 Planning for providing the Australian Curriculum ...
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2020 - 2021
Planning for providing the
Australian Curriculum
Years 7 - 8
Our Philosophy, Our Approach to Curriculum
This definition of success informs our curriculum at all levels. At Foxwell, we plan for success
and believe that we have a responsibility to deliver Deep Learning Outcomes to our students and
that success is more than just knowledge acquisition and more than just academic success in the
traditional sense. Curriculum planning is locally known as Learning Design; our Learning Design,
plans to deliver the Deep Learning Outcomes of, Knowledge, Competency, Self-Understanding &
Connection as detailed in diagram below. Where a student requires an ICP, a curriculum alignment
process will be completed as a part of learning design to ensure accessibility to appropriate
learning opportunities.
Our curriculum in Year 7 and 8 is purposefully connected and some subjects are taught as
a World: Physical World – draws together the learning areas of Science and Humanities and
Social World, the learning areas of The Arts and English. Our curriculum is overarched by inquiry
questions which make real world connections for our students. These real-world connections are
further enhanced by exploring the UN Goals for Sustainable Development.
Our Learning Design Process is built around a cycle of inquiry ensuring a process of continual
improvement. Our whole school approach to moderation is documented in our Learning Policy.
Planning for Success
Physical Education
Year Reporting
Social Sciences
Humanities and
Level period
Technologies
Mathematics
and Business
Geography
Languages
Health and
Economics
Citizenship
Media Arts
Civics and
Visual Arts
Science
English
Drama
Dance
History
7 Sem 1 Term 2 Term 1 Term 2 Term 1
Sem 2 Term 4 Term 3 Term 4 Term 3
8 Sem 1 Term 1 Term 2 Term 1 Term 2
Sem 2 Term 3 Term 4 Term 3 Term 4
9 Sem 1
Sem 2
10 Sem 1
Sem 2
Schools implement Australian Curriculum subjects as electives in Years 9 and 10 NB. Decisions regarding curriculum delivery
No achievement standard or content available at this year or band in Year 9 and 10 have not yet been finalised.
Year 7 and 8, students follow a set course of study:
• Year Plan: English, Maths, Science - 210 minutes/week/year
• Band Plan: Japanese - 140 minutes/week/year
• Band Plan: Health and Physical Education – 140 minutes/week/year
• Band Plan: The Arts, each subject - Media, Dance, Drama and Visual Art – 2 X 1 Term of 140
minutes/week. Students will study, one term of each of the four subjects in Yr 7 and 1 term of
each of the subjects in Yr 8. Students across Yr 7 and 8, students will study each of four Arts
subjects for 1 semester. NB. Music is not delivered as a Learning Area in Yr 7/8
• Band Plan: Technologies – 140 minutes/week/year (Economics and Business is embedded in
this curriculum in Year 7 and 8)
• Year Plan: 2020 - Year 7 – HASS – 140 minutes/week. Yr 7 & 8 2021, the separate subjects of
History/Geography/Civics and Citizenship totalling 140 minutes/week/year
Our Philosophy, Our Approach to Assessment We use the language of ‘assessment: as, for and of learning’. This is detailed in each Learning Design Plan and refers to the most appropriate feedback that accompanies it. We gather evidence of student learning formatively and in summative assessment. We believe that effective formative assessment is underpinned by the concept of Authentic Mixed Method Assessment (AMMA)* whereby students can negotiate with their teachers to identify ways of demonstrating aspects of the achievement standard during the unit, most often this is linked directly to the Success Criteria of individual lessons. Success Criteria are aligned to the Learning Intentions which are derived directly from the Guide to Making Judgments which is aligned to the relevant aspects of the Achievement Standard for the Unit of work as identified in Band/Year Plans. AMMA compiles evidence of student learning, in addition to, not in place of, summative assessment. Results from AMMA are synthesised with summative data to derive a student’s level of achievement. The gathering evidence of a students’ achievement is a joint responsibility of student and teacher and the two work in collaboration to ‘hunt for evidence’ of what a student knows, understands and is able to do. It is on this body of evidence, that the Guide to Making Judgments is applied to arrive at a level of achievement. Students with an endorsed ICP, working at a lower or higher juncture will complete adjusted assessment and will be assessed using the appropriate level achievement standard. This will be reflected in the GTMJ and on reporting documentation. Summative assessment is developed using the attributes of quality assessment – validity, reliability and accessibility. In addition to gathering evidence of student’s achievement in the area of Knowledge, students use self-assessment and peer assessment to determine their placement on Learning progressions for the Deep Learning Outcomes of Competency, Self-Understanding and Connection. From here students share with parents at student led conferences and set learning goals for themselves across all four Deep Learning Outcomes.
Reporting to Parents / Guardians
This information relates to our current reporting process for Year 7 and 8. There will be further conversations once we establish our vision and commit
to a plan for Year 9 and beyond.
2 per year
How many Reporting Periods will there be each
End of Semester 1 and End of Semester 2
Year and when will they occur?
Results are cumulative for each semester (Semester 2 is based on Semester 2 data only)
Achievement (A-E/N) for all subjects
What will be Reported? Effort (Excellent – Unacceptable) for all subjects and programs
Behaviour (Excellent – Unacceptable) for all subjects and programs
What will not be Reported? Homework
Achievement: An explanation of the A-E/N Standards is already provided to families on the front the page of the
student’s Report Card
How will Results be Explained to Families? Behaviour and Effort: A Guide to Making Judgements will be used to inform the results awarded to students. This
GTMJ must have been articulated to families and students, and it will be accessed by students in developing their Plan
for Personal Accomplishment. The current GTMJ is under review.
No. We may decide to add a brief statement of learning for each subject; this would be managed by the
Will any Comments be Provided by Teachers?
Leading Learning Team.
Communication of programs of learning at the beginning of the term/unit by the HoD/Teachers so that families can
support students in tracking their learning and be engaged in learning conversations about what is happening in class
Feedback across the term – as is current practice. This will form our “continuous reporting to parents”, an approach
How will Students and Families Receive
in which we currently engage and will be crucial in providing ongoing feedback/reporting back to parents thereby
Specific Information about their Child’s Progress
rendering comments on Report Cards unnecessary. As a College, we will need to develop agreed practices, protocols
and Achievement (since there wont be any
and ways of working to ensure that students and their families are receiving comparable, consistent and helpful
comments)?
reporting on their progress across time. This is a non-negotiable.
Working with families to provide continuous reporting enables us to enact our philosophy around our agreed definition of
success.
There will be two sessions per year:
- Term 2, Week 2: Parent-Teacher Interviews
** How many Parent-Teacher Interview Sessions - Term 3, Mid-Term: Student-led Conferences
will we have each Year? There will also be a “Meet and Greet” Event/Parent Night in Term 1, Week 3 (ideally, this would fall on the same after
noon as our Twilight Meeting) to provide an opportunity to form connections with families who will receive updated
information (e.g. curriculum overviews, where to access assessment calendars).
If a student is unsuccessful in any of the reportable areas (Achievement = D, E or N; Effort and Behaviour: Needs
How will we Determine if Interviews are to be
Attention, Unacceptable), an interview is to be requested by the teacher (unless there are extenuating circumstances of
Requested by the Teacher?
which the HoD is made aware) via a phone call or email (Term 2 session) or the Report Card (Term 3 session).
What if a Student/Family requires more Formal The College will provide the opportunity for students/families to apply for a more in-depth or purpose-specific report or
Evidence of Learning/Achievement for a Specific documentation based on their particular needs. The process for obtaining such documentation would include a formal
Purpose? (e.g. reference, scholarship or other application, at least one month in advance, the use of a template and clear protocols (e.g. language use and
application endorsement). This would be managed by the College Executive or delegate.
* AMMA is built around the understanding that teachers are professionals. Their experiences and observations are evidence. Their professional judgement, when appropriately accompanied by a rich mix vof
qualitative and quantitative evidence, is essential to getting to the root of how a learner is really doing. A wide range of evidence can be collated into a folio to support teacher judgment of student learning
against the achievement standard for reporting purposes.
** In 2020, due to COVID, there were two opportunities to ‘meet with parents – face to face in T3 and via phone conference in T4You can also read
