Insert main title - Queensland Curriculum and Assessment ...

Insert main title - Queensland Curriculum and Assessment ...

Part 1: Developing QCIA curriculum plans 151086 Implementing the Guideline for individual learning Workshop goals This workshop is delivered in three parts. The learning goals for Part 1: Developing QCIA curriculum plans are to know and understand: the curriculum framework provided by the Guideline for individual learning (GIL) how to use the GIL to prepare individualised curriculum plans for students working towards the QCIA the process for developing and submitting curriculum plans using the QCIA Curriculum plan builder. Activity 1: Identifying learning goals See Participant Booklet

Lets pause and think about using the GIL to develop QCIA curriculum plans and planning for teaching, learning and assessment. What do you already KNOW? What do you WANT to learn today? What have you LEARNT? What is the GIL? The GIL provides a curriculum, assessment and reporting framework for schools to use when developing individualised curriculum plans for senior secondary students working towards the QCIA. From 2016, all new QCIA curriculum

plans will be developed using the GIL. The GIL can be accessed from: www.qcaa.qld.edu.au/senior/certificates -qualifications/qcia/curriculum Using the GIL The GIL consists of five sections, which outline the processes for planning teaching, learning, assessment and certification: Section 1: Curriculum Amended Nov 2015 Section 2: Planning for teaching, learning and assessment Section 3: Developing assessment Section 4: Moderation Section 5: Certification.

Amended version available now! Curriculum framework Figure 2: Curriculum structure from p.3 of the GIL Curriculum organisers 5 curriculum organisers Used to gather and record student achievement for the QCIA Not all curriculum organisers need to be used select only those relevant to the individual student No changes are to be made to the curriculum organisers Learning focuses Identified and developed from the curriculum organiser descriptions For each relevant curriculum organiser, select at least one

learning focus When a learning focus is broken down further, select at least one subcategory No changes are to be made to the learning focuses See Participant Booklet Activity 2: Purpose of each curriculum organiser Think Read each of the curriculum organiser descriptions and learning focuses in the GIL (pp.45). Make some notes about the purpose of each curriculum organiser. Pair What is something new or interesting you learned about the curriculum organisers and learning focuses? Share with a partner. Share Is there anything that you will need to change about the way you currently use the curriculum organisers when

developing future QCIA curriculum plans? Learning goals Describe the knowledge, understanding and skills of the learning focuses Reflect a range of learning that caters for all students For each learning focus, select at least one learning goal No changes are to be made to the learning goals How do you select learning goals? Consider: the individual student, e.g. strengths, goals, interests data that indicates the students current level of learning, e.g. literacy, numeracy, communication pathways planning SET plan

individual planning, e.g. PATH planning conversations with families conversations with outside agencies and therapists. Learning goals and Statements of Achievement Evidence Selected from the GIL refer to Appendix 1 (p.11) Inform teaching and learning experiences the student will be provided Implemented over Years 11 and 12 Learning goals Collected from teaching and learning experiences

Demonstrates progress towards learning goals Used to inform future teaching and learning Records the specific knowledge, understanding and skills the student has demonstrated Substantiated by evidence Refer to QCIA Handbook for writing protocols Statements of Achievement Examples: Aligning learning goals and Statements of Achievement

Learning goal Evidence Use informal behaviours to intentionally communicate a single message consistently in familiar environments to express a preference. Video footage of student nodding Participate in an organised sporting activity. Photographs of student swimming Identify and use combinations of coins and notes for simple purchases.

Photographs and video footage of and shaking head and using facial expressions to make a choice when presented with two objects. in HPE lessons at school. Video footage of student entering and exiting the pool safely, swimming independently. student using coins and notes to purchase items at local supermarket. Anecdotal notes that indicate student requires verbal prompting to make purchases. Statement of Achievement Indicates a preference between two objects using facial expression and nodding or

shaking head. Swims with peer group in a school-based program and is water safe. Purchases items using coins and notes in a familiar supermarket with verbal prompting. QCIA Eligibility form and curriculum plan From 2016, the QCIA Curriculum plan builder (CPB) replaces the QCIA Eligibility form and curriculum plan. Information about using the CPB is available at www.qcaa.qld.edu.au/senior/certificates-qualification s/qcia/curriculum Example 1: Preparing a QCIA curriculum plan Curriculum organiser Communication and technologies (CT)

Learning focus/es Learning goal/s Language comprehension Listening Listen and respond to one- and two-step instructions. Preferred leisure and recreation activities Participating in activities Performing Arts activities dance, drama, music Health and wellbeing Understanding and managing emotions

Interacting with others Identify strategies to manage and moderate emotions in increasingly familiar situations. Describe characteristics of cooperative behaviour and identify evidence of these in group activities. Everyday numeracy skills Applying concepts of time Using money Community, citizenship and the environment (CCE) Leisure and recreation (LR) Record the learning focus and the subcategory

Personal and living dimensions (PLD) More than one learning focus can be selected for each curriculum organiser Vocational and transition activities (VTA) Select curriculum organises relevant to the Identify and take up opportunities to access local students needs community resources that support participation in artistic and cultural activities. Share dance, drama or music with peers to

communicate emotions, experiences, ideas and stories. Learning goals are selected directly from Read digital and analogue clocks to the hour, half the GIL hour, quarter hour and minute. Use terminology for measuring time, e.g. oclock, half past, quarter to, 'am' and 'pm'. Identify and use combinations of coins and notes for simple purchases. Post-school pathways Participate in different vocational and transition Vocational and transition options, such as volunteering, supported employment, options community participation, simulated work Accessing local and community

environments. Engage in and reflect on support work and community resources placements Identify and access agencies that provide information, products and services that support transition to life beyond school. Skills for life beyond school Identify and practise strategies to complete tasks. Independence skills More than one learning goal can be selected for each learning focus Example 2: Preparing a QCIA curriculum plan Curriculum organiser Learning focus/es Learning goal/s

Communication and technologies (CT) Language use Deliver a prepared short presentation. Record the learning Community,focus citizenship and the environment and the subcategory (CCE) Leisure and recreation (LR) Presenting Places, environments and people

Location Preferred leisure and recreation activities Participating in activities Health and wellbeing Interacting with others Learning goals are on maps and diagrams. selected directly from the GIL Identify and take up opportunities to access local Identify location, show routes and interpret information community resources that support participation in physical and health-related activities. Identify and positive ways to initiate, join and interrupt conversations with adults and peers.

Practise personal and social skills to interact with and include others. Personal and living dimensions (PLD) More than one learning focus can be selected for each curriculum organiser Everyday numeracy skills Identify and use combinations of coins and notes for Using money Post-school pathways Options for living independently and interdependently

Vocational and transition activities (VTA) Interpret and use timetables to explain travel options. Applying concepts about time Vocational and transition options Skills for life beyond school Skills for managing self and others simple purchases. More than one learning goal can be selected for each learning focus Identify, describe and explore own and others need to

maintain safe and stable accommodation, considering physical resources and facilities required, support available from family, friends and agencies, and associated costs. Participate in different vocational and transition options, such as volunteering, supported employment, community participation, simulated work environments. Prepare resume and application letter for identified jobs. Engage in conversations with others and maintain comfortable eye contact. See Participant Booklet Activity 3: Preparing a QCIA curriculum plan 1. Identify a student requiring a QCIA curriculum plan. 2. Use the GIL to identify and record relevant curriculum

organisers, learning focuses and learning goals, based on the students learning needs. Creating and submitting QCIA curriculum plans To create and submit a QCIA curriculum plan, use the QCIA Curriculum plan builder in the School Portal. www.qcaa.qld.edu.au/schoolportal/login Example 1: QCIA curriculum plan Example 2: QCIA curriculum plan Review and reflect The learning goals for Part 1 of this workshop series were to know and understand: the curriculum framework provided by the GIL how to use the GIL to prepare individualised curriculum plans for students working towards the QCIA the process for developing and submitting curriculum plans through the QCIA Curriculum plan builder.

3-2-1 Reflect Take a moment to reflect on: 3 things you recall from this workshop session 2 connections or changes to your current practice of developing QCIA curriculum plans 1 question you need answered. Contact details Queensland Curriculum and Assessment Authority Information about the amendments to the Guideline for individual learning email [email protected] Curriculum plans, moderation or certification email [email protected]

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