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Introducing the CSF II

Curriculum and standards

Within each key learning area the framework consists of two major components: curriculum focus statements and standards for student achievement.

Curriculum focus

Curriculum focus statements are provided at each level for each strand. They outline the major content to be covered and describe appropriate contexts for course development. These statements do not constitute a syllabus and do not prescribe specific teaching methods or the details of actual courses. Teachers will design and implement courses in many different ways, taking into account the individual needs of their students.

Standards

The other component of the framework is a set of standards. The community expects schools to aim for high standards for all students and requires easily understood information on student performance. Standards must be measurable to assist good decision-making by educators, students, parents and policy makers. The CSF is the basis for standards-based assessment in Victoria.

CSF standards in English, Mathematics and Science have been validated by educational measurement experts; they compare favorably with educational standards nationally and internationally. The CSF also makes clear references to national literacy and numeracy benchmarks.

CSF standards are made up of two interrelated elements:

• Learning outcomes
• Indicators.

Learning outcomes

For each strand learning outcomes are provided. These answer the question: ‘What should students know and be able to do as an outcome of their learning at this level?’

The learning outcomes:

• reflect the breadth, depth and complexity of the curriculum
• are stated in terms that are measurable using a variety of assessment techniques.

Learning outcome codes enable quick location in the electronic version of the CSF and easy linking to related materials.

Indicators

Each learning outcome has a set of indicators. The indicators answer the question: ‘How do we know that students have achieved the learning outcomes?’ Teachers will use the indicators as the basis for their assessment of whether the learning outcomes have been achieved at the expected standard.

The indicators are not intended to be specific tasks completed in narrowly defined ways. Students will undertake a wide variety of learning activities and tasks, and the indicators do not prescribe or limit this range. Nor are they intended to determine how teachers will assess. For example, if an indicator involves explaining a key idea or concept, this could be demonstrated in writing, in a presentation, through performance on a test or assignment, and so on.

Annotated work samples

In addition to learning outcomes and indicators, the CSF will be accompanied by annotated work samples. These help answer the question: ‘What does student work at this standard look like?’ The samples illustrate achievement of learning outcomes at the expected standard. The samples are not intended to show the full range of student achievement or achievement of all outcomes at a particular level. The Board will add to the work samples collection over time.