Curriculum, Assessment and Reporting
The Executive Directive – Curriculum, Assessment and Reporting ensures Catholic education curriculum is consistent with Church, system, state and federal government legislation and regulations, and curriculum bodies. It is designed to support Catholic Education Western Australia Limited (CEWA) implement curriculum which meets the learning needs of all students and promotes the integration of faith and life in the person, and culture and faith in society. The Directive sets out student assessment and reporting processes in line with School Curriculum and Standards Authority (SCSA) requirements.
Sources of authority
Catholic Education Commission Western Australia Education Policy – February 2021
- CEWA’s curriculum helps students and young people discover and integrate Gospel values and deepen their understanding of these values through critical reflection and application.
- Catholic faith, life and culture is integrated into all nine curriculum learning areas, the first of which is Religious Education.
- CEWA’s curriculum upholds the Christian vision of the human person, promotes human sexuality in accord with teachings of the Catholic Church and in partnership with parents as first educators of their children.
- Through the CEWA curriculum children and young people will develop academic skills as well as the skills to collaborate, innovate, create, appreciate, and think critically in order to positively influence their rapidly changing world.
- Pedagogical practices in CEWA schools are informed by evidence based research.
- CEWA uses a range of fair, valid, educative, explicit, and comprehensive assessment processes clearly linking learning, teaching and assessment to inform and evaluate the progress of student learning.
- CEWA educators are agile and responsive in considering the needs of students and young people as the starting point for all curriculum decisions.
- CEWA’s curriculum is inclusive and flexible to respond to the diverse developmental needs, interests, and abilities of individuals.
- CEWA’s curriculum creates opportunities for students and young children to learn to critique and respond to change.
- Partnerships with other education and training stakeholders, help to create a curriculum that caters for the needs of all students and young people and promotes learning as a lifelong process.
- CEWA curriculum fulfils the requirements of the system and all relevant state and federal government legislation.
- CEWA schools meet their legal obligations under the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) to make reasonable adjustments and support students with a disability to participate in education and training on the same basis as their peers without a disability.
- The selection and use of texts is guided by the requirement for students to integrate Catholic faith, life and culture as part of their educational experience.
- Early childhood pedagogy is a balance of intentional teaching and play-based learning that provides children with opportunities to explore, discover, imagine, and engage in purposeful and meaningful experiences.
- The principal must ensure the Religious Education Programme, as mandated by the Bishop of the Diocese, is implemented in accordance with the Executive Directive – Religious Education.
- The principal must ensure that Gospel values and teachings are integrated into the curriculum and that educators have the necessary formation to deliver a Catholic curriculum by completing the necessary Accreditation.
- The principal must ensure teaching staff meet the requirements of the Religious Education curriculum and SCSA in delivering curriculum. CEWA and SCSA are responsible for Kindergarten to Year 12 curriculum, assessment, standards and reporting for all Western Australian Catholic schools.
- The principal must ensure the curriculum for years 11 and 12 students is consistent with the requirements of the Western Australian Certificate of Education Manual.
- The principal of a school with three-year-old programs and kindergartens must ensure educators implement the Early Years Learning Framework – Being, Belonging, Becoming. Implementation of the Framework should inform practice from pre-primary to year 2.
- The principal must ensure the integration of Aboriginal perspectives across all learning areas, as mandated by the Western Australian curriculum, and guided by the Executive Directive – Aboriginal Education.
- The principal, in consultation with teaching staff, must develop school-based assessment and reporting plans that:
• Comply with system requirements for reporting in Religious Education;
• Comply with the requirements of SCSA for students in Pre-primary to Year 10;
• Senior secondary plans require processes for monitoring, recording, and reporting enrolment and achievement data consistent with the requirements of SCSA.
- The principal must ensure teaching staff use data-informed evaluation to ensure whole-school and early learning planning is effective in meeting all learning needs.
- The principal must ensure teaching staff, within learning and teaching, differentiate to address the particular developmental needs of students and young people. This is achieved through environmental, instructional and curriculum adjustments. Refer to Key Resource Planning for Personalised Learning and Support.
- The principal must ensure that staff undertake professional learning to understand their obligations as stipulated in the Disability Standards for Education 2005 (Cth). The recommended training is Disability Standards for Education e-learning modules.
- The principal must ensure teaching staff use appropriate support documents to design and implement a curriculum focused on individual learning needs.
- The principal must ensure teaching staff follow the Guidelines for Selection of Appropriate Texts for Catholic Schools.
- The principal must ensure teaching staff provide opportunities for parents/guardians to meaningfully contribute to and support the curriculum, where appropriate.
- The principal must ensure regular communication regarding student progress occurs between the school and parents/guardians, students, and young children.
- The principal must ensure students are provided career counselling and subject selection support.
- The principal should ensure their teaching staff liaise with industry, education, and relevant community groups to ensure all students and young people are being prepared for the needs of local, national, and global contexts.
- The principal must follow CEWA’s Three Year Old Programme Guidelines.