Curriculum and Assessment

A school's curriculum expresses the expectations for student learning that are embodied in the school's learning objectives, policies, programs, and offerings. It translates the states' or systems' content standards into a sequenced series of statements about what and how students will learn through their school experiences.

 

The statements of what students will learn may include statements of procedural knowledge and conceptual understanding, communication and social skills, and aesthetics and ethics. A written-down curriculum need not, in other words, be narrow.

Assessments, formal and informal, summative and formative, should be aligned to the curriculum. They serve as the operational definition of the curriculum, and provide educators, parents and other stakeholders with evidence of the extent of student learning.

Leadership actions

School leaders actively and collaboratively develop curriculum and assessment policies and programs. They mobilise others to implement these policies. For example, they:

  • Exhibit a high level knowledge of contemporary curriculum and assessment theory, structures and processes in their own teaching, and interactions with colleagues
  • Initiate and support regular, collaborative processes for curriculum review and renewal
  • Ensure that school curriculum and assessment policies and programs reflect the curriculum and assessment requirements of the Catholic education system in Victoria
  • Ensure that assessment procedures are fair, valid, and consistent
  • Initiate and support teaching programs and strategies for individual students and groups that are based on collaborative analyses of student achievement data.

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