Quality Curriculum Checklist
Karen Yager
Quality Curriculum Checklist
K-12 Programming Overview for TARS
1. Scope and Sequence of Program:
§ Outcomes: Depth not breadth – not too many per unit.
§ Focus: Topic/Subject to be covered.
§ Concept: Overarching concept of learning.
§ Key Learning Ideas: Two – four key learning ideas for each unit of work. (Primary programs such as those using a COGS framework may include more.)
§ Assessment Tasks: Outline of task/s and outcomes being assessed.
2. Assessment Tasks (At least two):
§ Outcomes: Depth not breadth – not too many per task.
§ Key Learning Ideas: Key understanding and skills to be assessed – come from the outcomes.
§ Explicit steps and nature of task: Clearly linked to key learning ideas and outcomes and transparent.
§ Explicit quality criteria: Exactly what students will be assessed on based on outcomes being assessed.
§ Quality of Task: Challenging, higher-order, allows for differentiation through the choice of tasks and/or the medium of production. Look carefully at the verbs!
§ Marking Guidelines: Clearly linked to outcomes and are explicit.
§ Models, scaffolds and/or Exemplars
§ Teacher, Self and/or Peer Assessed
3. Program (Look at one for a stage)
§ Explicit teaching strategies such as literacy and numeracy strategies, e.g. scaffolds, vocabulary and spelling exercises, and listening activities.
§ Cross curricular content addressed such as ICT, Environment, Difference and Diversity.
§ Evidence of learning explicitly detailed.
§ Evidence of differentiation through alternative tasks.
§ Mandatory policies addressed in most units of work such as Aboriginal Education Policy and Gifted and Talented Policy.
§ Metalanguage for each unit included.
§ A range of resources – not just textbooks!
§ Transparency: A new scheme teacher or a casual teacher could pick up the program and teach it.
7-12 Programming
Continuum of Learning
§ A scope and sequence of the units of work for a stage is included.
YES / NO§ A scope and sequence of skills and understanding for each stage is evident.
YES / NO§ A scope and sequence of assessment tasks for each stage is evident.
YES / NOFocus
§ Topic or area to be covered stated clearly
YES / NOKey Learning Ideas/Concept
§ Overarching concept or main idea evident
YES / NO§ Key learning ideas of the unit of work stated. A 5-week unit of work should have no more than 2-4 key learning ideas.
YES / NOOutcomes
§ Outcomes are connected directly to the concept, key learning ideas and teaching strategies.
YES / NO§ Outcomes are evident on the program for each unit of work and are central to programming.
YES / NO§ Depth not breadth! Not too many outcomes used for each KLA unit of work.
YES / NO§ Units of work have learn to’s and learn about’s recorded.
YES / NOAssessment Tasks
§ Evidence that a manageable number of outcomes are being addressed through assessment.
YES / NO§ Evidence that assessment measures explicitly student understanding of the key learning ideas.
1 / 2 / 3 / 4 / 5§ Assessment of learning (summative) used to pre-test prior knowledge and post test knowledge.
1 / 2 / 3 / 4 / 5§ Assessment for learning (formative) is integrated and scaffolded into the program. Stand alone tasks that are unrelated to what is being taught are not used. (It is not necessary to abandon conventional assessment but programs should incorporate at least one authentic task that challenges and engages students such as Inquiry-based research or an open-ended task.)
1 / 2 / 3 / 4 / 5§ Explicitly states links to content, outcomes and quality that is expected.
1 / 2 / 3 / 4 / 5§ Provides valid and reliable evidence of student learning
1 / 2 / 3 / 4 / 5§ Evidence of differentiation being used to ensure inclusivity such as through open-ended tasks, inquiry-based research, the medium of production that students can use to present the task and/or in the range of alternative choices available to the students.
1 / 2 / 3 / 4 / 5§ Exemplars and/or annotated models present.
1 / 2 / 3 / 4 / 5§ Evidence of self and peer assessment being used.
YES / NO§ Evidence of students being encouraged to use a range of technologies to design and deliver assessment tasks.
1 / 2 / 3 / 4 / 5Teaching Strategies
§ Stated explicitly and linked to outcomes and key learning ideas.
1 / 2 / 3 / 4 / 5§ Evidence of explicit literacy strategies, such as: the metalanguage of the subject, scaffolds and/or annotated models for texts, spelling and vocabulary activities, listening and speaking activities, grammar and syntax activities, etc.
1 / 2 / 3 / 4 / 5§ Refers explicitly to numeracy strategies, such as: graphs, surveys, timelines, etc.
1 / 2 / 3 / 4 / 5§ Evidence of differentiation indicated by alternative learning activities.
1 / 2 / 3 / 4 / 5§ Evidence of a range of technologies being used to deliver teaching strategies.
1 / 2 / 3 / 4 / 5Mandatory Policy Areas and Cross Curriculum Content
§ Evidence that policies such as: Gender Equity, Aboriginal Education, Gifted and Talented; and cross curriculum content such as: Diversity and difference, ICT, Literacy and Numeracy and Work, Employment and Enterprise and Civics and Citizenship have been addressed and integrated into the program.
1 / 2 / 3 / 4 / 5Life Skills (If applicable)
§ Evidence of life skills outcomes in program.
YES / NO§ Evidence of adjustments, support, alternative activities and moderated assessment tasks.
1 / 2 / 3 / 4 / 5ESL (If applicable)
§ Evidence of ESL outcomes in program.
YES / NO§ Evidence of explicit teaching strategies such as scaffolding.
1 / 2 / 3 / 4 / 5English 7 – 10
Concepts and Key Learning Ideas
§ Focus on learning rather than themes and texts such as: craft, characterisation, transformation, representation, appropriation, imagery, narrative voice, subversion, manipulation, construction, adaptation, contextualization, genre, persuasion, interpretation or others’ perspectives.
1 / 2 / 3 / 4 / 5Content and Teaching Strategies
§ Texts such as novels and poetry used as vehicles for learning.
1 / 2 / 3 / 4 / 5§ All language modes are addressed over a stage: reading, writing, listening, and viewing and representing (visually representing).
YES / NO§ A range of texts is evident and the texts are suited to the interests and abilities of the students.
1 / 2 / 3 / 4 / 5In Stage 4
Fiction / at least two works
Poetry / a wide range of types of poems
Film, or film on video or DVD / at least two works
Nonfiction / at least two works
Drama / at least two works
In Stage 5
Fiction / at least two works
Poetry / a variety drawn from different anthologies and/or study of one or two poets
Film, or film on video or DVD / at least two works
Nonfiction / at least two works
Drama / at least two works
§ Evidence that students are taught explicitly about:
- Language forms and features and structures of texts
1 / 2 / 3 / 4 / 5- Figurative devices and imagery
1 / 2 / 3 / 4 / 5- Visual literacy and Cineliteracy
1 / 2 / 3 / 4 / 5- Critical analysis and evaluation
1 / 2 / 3 / 4 / 5- Imaginative, critical and interpretative writing
1 / 2 / 3 / 4 / 5ICT
§ Evidence of outcome 3 being addressed in stage 4 and stage 5:
- Explicit teaching of word processing and editing techniques
1 / 2 / 3 / 4 / 5- Explicit teaching of desktop publishing such as using graphics in a multimedia presentation or webpage, evaluating appropriate layout and design principles for a specific audience
1 / 2 / 3 / 4 / 5- Explicit teaching of creating, importing and manipulating graphics
1 / 2 / 3 / 4 / 5- Evidence of students learning about the ethics of information communication through technology
1 / 2 / 3 / 4 / 5- Evidence of stage 5 students learning about advanced forms of digital communication such as video conferencing
YES / NOScience 7-10
Concepts and Key Learning Ideas
§ Focus on learning rather than themes or content such as: interrelationships, sustainability, transformation, energy, transference, connections, effects, interdependence, motion, adaptation, biodiversity, application, validity, propagation, investigation, innovation, circuitry, structures, evolution, formation, systems or management.
1 / 2 / 3 / 4 / 5Context
§ All units of work have included a mandatory context that is suited and relevant to the students’ context and interests, and enables students to understand the Prescribed Focus Areas, Domain and Skills outcomes. E.g. Coastal Management, Future Energy Sources or Global Warming.
1 / 2 / 3 / 4 / 5Outcomes
§ Al least one or more mandatory Prescribed Focus Area outcome (PFA) are evident in every unit of work.
YES / NOOH&S
§ Teaching programs reflect relevant State and Commonwealth legislation, regulations and standards including Occupational Health and Safety Standards, Chemical Safety in Schools and Animal Welfare guidelines.
1 / 2 / 3 / 4 / 5Content and Teaching Strategies
§ Practical experiences occupy a minimum of 50% of allocated course time. In the stage 4 and 5 program students are experiencing hands-on activities such as: laboratory investigations, fieldwork, using a range of data collection technologies and strategies, researching by using the library, internet and CD-ROMs, using models, using or reorganising second-hand data including those in spreadsheets and databases, extracting information and reorganising information in the form of flow charts, tables, graphs, diagrams, prose, keys, spreadsheets and databases.
1 / 2 / 3 / 4 / 5§ Evidence of explicit references to teaching science literacy such as: how to read graphs, diagrams, textbook illustrations, write an explanation or evaluation, listen and comprehend, etc.
YES / NO§ Evidence of a range of teaching activities that allow students to analyse data and information, evaluate issues and problems, identify questions for inquiry and investigation and draw evidenced-based conclusions.
1 / 2 / 3 / 4 / 5ICT
§ Evidence of students using:
- Computer animations and simulations, video and film resources to capture and analyse information not readily available as a primary source.
1 / 2 / 3 / 4 / 5- Data loggers to collect and record data.
YES / NO- spreadsheets, databases, flow charts, tables, graphs, diagrams, prose and keys
1 / 2 / 3 / 4 / 5Assessment
§ Students are required to undertake at least one substantial research project during each of Stage 4 and Stage 5. At least one project will involve hands-on practical investigation. At least one Stage 5 project will be an individual task.
1 / 2 / 3 / 4 / 5Mathematics
Concepts and Key Learning Ideas
§ Focus on learning rather than textbook strands that fragment the content, such as: representation of data, relationships, probability, measurement, space, substitution, patterns.
1 / 2 / 3 / 4 / 5Outcomes
§ Outcomes are connected directly to the concept, key learning ideas and teaching strategies.
YES / NOContent and Teaching Strategies
§ Evidence of strategies that address the knowledge and skills and working mathematically.
1 / 2 / 3 / 4 / 5§ Evidence that programs cover Number, Patterns and Algebra, Data, Measurement, Space and Geometry and include a range of topics such as:
fractions / decimals / percentagesconsumer arithmetic / probability / algebraic techniques
coordinate geometry / graphing and interpreting data / perimeter
area / surface area and volume / trigonometry
properties of solids / geometrical figures / deductive geometry.
Assessment
§ Evidence of substantial and sustained opportunities for authentic assessment connected to the real world and measuring syllabus outcomes.
1 / 2 / 3 / 4 / 5ICT
§ Evidence of students using: data bases, excel spread sheets, calculators, FIX mode on a calculator (or the Format cell function on a spreadsheet) for rounding decimals, computer drawing programs, and a range of mediums for presentation of assessment.
1 / 2 / 3 / 4 / 5HSIE 7-10
Concepts and Key Learning Ideas
§ Focus on learning and integrating content, such as: sustainability, democracy, relationships, conflict, investigation, interaction, colonization, transformation, and others’ perspectives.
1 / 2 / 3 / 4 / 5Outcomes
§ Outcomes are connected directly to the concept, key learning ideas and teaching strategies.
YES / NOContent and Teaching Strategies
§ In Geography, evidence of students using Geographical tools, such as maps, graphs, statistics, photographs and fieldwork, assist students to gather, analyse and communicate geographical information in a range of formats.
1 / 2 / 3 / 4 / 5§ In History, evidence of students investigating history including analysing sources and evidence and sequencing major historical events to show an understanding of continuity, change and causation.
1 / 2 / 3 / 4 / 5§ Evidence of a range of opportunities for students to gather, process and communicate information from a variety of primary and secondary sources.
1 / 2 / 3 / 4 / 5§ Evidence of a strong focus on developing a deep understanding of civics and citizenship.
1 / 2 / 3 / 4 / 5§ Evidence in stage 5 of the Australian context being the primary focus.
YES / NOAssessment
§ Evidence of substantial and sustained opportunities for authentic assessment connected to the real world and measuring syllabus outcomes.
1 / 2 / 3 / 4 / 5§ In Geography, mandatory fieldwork evident in stage 4 & 5 where students are investigating a geographical issue through fieldwork by developing and implementing a research action plan.
YES / NOICT
§ Evidence of opportunities in assessment and teaching activities for students to use the Web 2 to investigate and research evidence and information.