The school curriculum is a statement of the purpose of schooling. It defines what it is that all students have the opportunity to learn as a result of their schooling, set out as a series of learning progressions. Enabling students’ progress along this learning continuum is the fundamental role of JSA teachers and schools.
The curriculum is the common set of knowledge and skills that are required by all students for life-long learning, social development and active and informed citizenship.
The JSA curriculum:
JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including:
Student learning is produced, shaped and affected by four connected components. Each of these components plays a separate and distinct role in the process of student learning and each is interconnected with all of the others.
Victorian Curriculum F-10
The Victorian Curriculum F-10 provides the framework for curriculum development for Foundation – Year 10. It is structured as a learning continuum that enables teachers to identify the student’s current levels of achievement and then deliver teaching and learning programs that support progression of learning. The curriculum integrates the ‘Towards Foundation Level Victorian Curriculum’ directly into the curriculum and is referred to as ‘Levels A to D’.
The Victorian Curriculum F–10 includes eight learning areas and four capabilities. The curriculum achievement standards are provided in 11 levels for English and Mathematics and in five or six bands for all the other learning areas and capabilities. Achievement standards are provided in four levels (Levels A to D) for students with additional learning needs or a disability.
The Victorian Curriculum F-10 incorporates the Australian Curriculum and reflects Victorian standards and priorities.
Yr9 and 10 students will develop planning and communication skills in a community project environment where their views are heard and valued. Through the Advance Curriculum students, JSA and community organisations will develop networks of relationships while achieving shared goals. The program encourages our local community to support and recognise our students’ participation and positive role in society.
The Advance curriculum provides a chance for our students to do something worthwhile in their community based on their choice. The students will plan projects, meet new people, build skills and make a difference in their community.
Certificate of Individual Achievement (CIA)
Students who are involved in the CIA curriculum will receive written reports issued to parents/carers in July and December to show student progress and achievement in the following areas
At the completion of Year 12 students will receive a school based certificate.
Victorian Certificate of Applied Learning (VCAL)
VCAL is a ‘hands-on’ option for students in Years10, 11 and 12. It is a recognised senior secondary qualification that focuses on ‘hands-on learning’ curriculum. VCAL’s flexibility enables students to design a study program that suits their interests and learning needs. There are four compulsory strands in VCAL:
A certificate and Statement of Results will be issued to students who successfully complete their VCAL.
Vocational Education and Training Delivered in Schools (VET)
VET (Vocational Education and Training) Delivered in Schools provides JSA secondary students to gain practical skills in a specific industry while undertaking the Victorian Certificate of Applied Learning (VCAL) or Certificate of Individual Achievement. Programs are typically completed over one or two years and provide students with a qualification or partial completion of a nationally recognised certificate.
Students who take part in a JSA VET program will:
VET Delivered in Schools at JSA offers the following programs:
Certificate I Sport & Recreation
Certificate II Sport & Recreation
Certificate I Creative Industries
Certificate II Creative Industries
JSA teachers plan for and implement the curriculum to meet the learning needs and goals of all students; this is achieved through developing appropriate teaching and learning programs. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students covering multiple levels. JSA Teachers consider different ways students might approach learning, their different abilities and strengths, or their different perspectives on themselves as learners when developing learning and teaching experiences. Teachers plan for a variety of ways that ideas can be represented and the need to approach and demonstrate learning using different media and representational modes. Teachers will use diverse approaches to allow students to experience diverse ways of learning and knowing, and targeted support for individuals, based on teacher monitoring.
JSA teachers will:
Personalised Learning and Support Plans
The JSA curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for all students. Students will engage with the curriculum with the necessary adjustments made to the curriculum content and how students demonstrate their knowledge, skills and understanding. Each student’s individual characteristics will dictate the type of adjustments, what supports are required, when they are required and what good progress ‘looks like’. High expectations ensure that a student’s disability is not a barrier to their success.
The PLSP process provides a structure for ensuring all students are engaged in the classroom curriculum; they will:
PLSP goals will include the Learning Areas:
English, Maths, Critical & Creative Thinking, and Personal & Social Capabilities.
Assessment is the ongoing process of gathering, analysing and interpreting, using and reflecting on evidence to make informed and consistent judgements to improve future student learning.
Assessment at JSA will aim to:
To assess student performance, JSA will use an integrated approach to assessment across a number of learning areas. In assessing students, teachers will:
The Abilities Based Learning and Education Support (ABLES) program will be completed for all students during Semester 1 and Semester 2 of each year. ABLES will be used to describe skills and abilities that teachers have observed in everyday school and classroom contexts and during interactions with other students; moderation will be completed to support the accuracy of the assessments. ABLES provides a tool to effectively assess, monitor and respond to a student’s abilities by:
Reporting Student Achievement
Reporting is the process of communicating comprehensive information about student achievement and learning at a point in time.
JSA Reports provide parents with a clear picture of their child’s progress at the end of a specified period of time that demonstrates:
SSG goals and PLPs provide an important focus for reporting to parents. JSA will report what has been taught in the semester and to Personalised learning Plans (PLP). In reporting student learning progress to parents, JSA teachers will clearly identify the areas of strength and areas for improvement for each individual student. Reporting student achievement to parents will be supported through student work samples, portfolios, parent, student and teacher conferences, and student self-assessment.
Semester 1 Reports will include the Learning Areas:
English, Maths, The Arts (Visual Arts & Music), Health, The Humanities, Technologies, and Personal & Social Capability.
Semester 2 Reports will include the Learning Areas:
English, Maths, The Arts (Drama & Dance), Physical Education, Science, Technologies, and Creative & Critical Thinking Capability.