Curriculum & Assessment

1. Towards Some Definitions of Curriculum and Assessment What is narrative? Why a narrative approach? Practical decisions: A teacher's dilemma2. Conflicting Ideologies: Objectives or Outcomes? Different ways of making sense The importance of process The outcomes-based education storyline3. Implementing the Curriculum: A Question of Quality Process not product Quality teaching and learning storylines4. Evaluation and Assessment Storylines Setting the scene Understanding the terms Towards meaningful assessment: Rich tasks and developing metacognitive skills5. Inequity of Educational Opportunity: A Never-ending Story Longstanding issues Poverty in Australia Completing education and finding work School choice? Addressing inequality of opportunity A new kind of curriculum Quality teaching and learning practices Assessment and reporting practices Increasing social capital through schools6. Shifting Gender Storylines Some caveats Gender equality Shifting storylines Too much success for girls? Boys 'in crisis' Current brain research The current storyline7. The National Curriculum Storyline A recurring storyline Setting the scene: Australia as a group of states and territories or a nation? National Curriculum 'vignettes' The Australian National Curriculum storyline The current storyline8. Stories of Reporting Student Curriculum Outcomes to Parents and the Community i) Reporting student curriculum outcomes to parents ii) Public reporting of school and student achievement: The good or the bad news?9. Stories of Curriculum Reform The nature of change and reform Setting the scene10. Curriculum and Assessment Futures Curriculum futures: No easy answers The role of ICT and a future curriculum Future scenarios What we would like: Our wish list Some integrated curriculum examples11. The Reflection Storyline: Bringing the Stories Together Why reflection? So what is reflection? Storylines of reflective practice John Dewey and reflection Schon: Different times for reflection Van Manen: Different levels of reflection Why reflect? Strategies for reflective practice in curriculumConclusionAppendix: Sample Programs