Self-assessment tool

The interactive self-assessment tool has been designed to support a school leadership team to review the four essential interrelated layers of the whole-school curriculum plan and identify any areas that require further improvement.

This tool is designed to assist schools to make judgments about the extent to which they have a consistent, rigorous approach to whole-school curriculum planning across the four interrelated layers of School, Curriculum Area, Year Level, and Unit/Lessons.

Using the tool

There are a series of questions for each of the interrelated layers essential for comprehensive whole-school curriculum planning.
Schools are asked to reflect on each question and rate themselves on a five point scale ranging from ‘Fully developed’ through to ‘Not at all’.
The ratings are not stored in the system. They are for school use only.
All questions need a response before a report can be generated.
Areas of planning that may require attention are quickly identified.
Schools can make informed judgments about next steps to improve practice.

Results

When every question has a response the results will be displayed on the screen, categorised under three headings:

Doing well
Areas for review
Priority areas for action

Reports

You can access your results in two formats:

A PDF report sent to your nominated email address. This report is dated.
A CSV file that can be integrated into a database for analysis and future comparisons.

Question	Fully developed		Partially developed		Not at all
Does the school have a written statement/policy that:
outlines the aim and purpose of the teaching and learning program clearly, including any specialist area/s where relevant?
is consistent with the school's strategic/improvement/action plans?
is based on the Victorian Curriculum F–10?
Does the school have a diagram or table to represent its teaching and learning program:
for all year levels or bands/stages of schooling?
across curriculum areas including the learning areas and capabilities?
showing approximate time allocations for all curriculum areas?

Question	Fully developed		Partially developed		Not at all
Does the teaching and learning program for each learning area and capability:
provide an overview of the overarching concepts/ideas to be developed across the years of schooling?
outline the contexts/topics that will be used for the development of the knowledge and skills?
outline the sequencing of the key knowledge?
outline the sequencing of the key skills?
include the achievement standards?
include the approximate time allocations for contexts/topics?

Question	Fully developed		Partially developed		Not at all
Does the teaching and learning program for each year level:
set out the sequencing of the units/topics covered in each term/semester, showing the curriculum areas addressed?
enable relevant connections to be made between units/topics?
provide an outline of major/summative assessment task timing?
set out the time allocation for units/topics covered in each term/semester?
show the scheduled co-curricular activities?

Question	Fully developed		Partially developed		Not at all
Does the unit plan/sequence of lessons:
specify the content descriptions addressed in each unit/sequence of lessons?
specify the achievement standards addressed in each unit/sequence of lessons?
include the resources and activities used to develop knowledge and skills?
provide for a range of student abilities?
specify the assessments used to monitor and progress student learning?
provide guidance about the approximate time required for the unit/sequence of lessons?

Using the tool

Results

Reports

Interactive self-assessment tool