In April 2021, the Learning and Curriculum team took part in an in-depth consultation process of the revised Australian Curriculum for all eight Learning Areas. The overall aim of the review of the Australian Curriculum was to improve it by refining, realigning and decluttering the content of the curriculum within its existing structure.
In the lead up to the consultation window, CESA informed all schools of the terms of reference for the Australian Curriculum review and process for consultation. All schools were invited to nominate staff with subject specific expertise to attend either face-to-face or online feedback sessions, each led by a CESA Education Advisor. In a second round of communication, school-based leaders of learning were targeted for participation in these forums. Alongside this process for CESA’s data collection, it was suggested schools may wish to directly respond to ACARA by completing the survey via the ACARA website.
Feedback was collected internally via a Microsoft form replica of the Australian Curriculum survey. Responses were collated and synthesised by CESA’s Learning and Curriculum Team and formed the basis of a 73-page report to ACARA with CESA’s recommendations.
A strategy for the implementation of learning and teaching aspects of the Learning Management System SEQTA, was developed in 2021. SEQTA was implemented across all diocesan primary schools as well as other Catholic schools through focused professional learning sessions.
Key milestones included:
There was an identified need for support for teachers across Catholic schools in understanding A -E grades and alignment with the Australian Curriculum Achievement Standards. A pilot project commenced to explore the development of performance standards and teacher understanding of the application of the Achievement Standard. Through a small project with a targeted group of teachers, it was established that extensive work is needed in this space and a strategy for 2022 was constructed. This initiative will further develop teacher and leader understanding of performance standards, A - E grades and the purpose and principles of assessment.
39 schools, across all six regions, engaged with the Clarity Learning Suite in 2021. There has also been widespread engagement with the Clarity text from schools who have not started the Clarity Learning Suite modules. Lyn Sharratt has presented at Leaders’ Forums to support the implementation of Clarity across the system.
The Learning and Curriculum, Learning Diversity and Wellbeing and the Catholic Identity teams within the office have participated in Clarity Professional Learning sessions delivered by the System Coaches to facilitate the implementation of Clarity principles within the work of the office.
During 2021, the Numeracy team gathered data across the regions on the current work, pedagogical practices and identified needs in the Numeracy space within schools.
During 2021, the Literacy team continued work on the following:
