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2 worded capability title- can just address 1 eg personal and social, critical and creative, physical and practical.

want to

capture 'what it is' on website to assist

what it is statement needs to reflect both-in 1 or 2 statements

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What happens when very few LAs have Ethical Understanding - what message does that give to the field?

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HASS R-6 : Identify threads within each Capability to focus on what matters in HASS.

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Inconsistent number and length of dot point examples within and across LAs. Some resemble full elaborations rather than a brief suggestion on how to evidence the capability

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HASS R-6 - Cross-check between capability examples and current Learning standards at year 6 revealed a mismatch, there is no logical line of sight. The LS were crafted recently, following the AI reduction, and prior to the changes in the capabilities. Additionally, since the changes in concepts and conceptual understandings and re-alignment of CDs, the capabilities will need full refinement and rewriting, as will the LS, again. The Dispositions also missed the refinement process!

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The combined capability of physical and practical has the potential to engage more learning areas in the physical aspect of holistic development of the learner.

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I think we must include the "What it is" statement in an information hover on the website. If we are redefining or using different titles for our capabilities, clarity for our teacher is crucial - consider how much we have grappled with this.

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HASS R-6 - 4 of the 5 Capability titles are fine, however, all Capability examples in all year levels need refinement, possible re-writing in most cases, as current examples are repeats of content, rather than the capability.

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The addition of proficiencies in mathematics as a temporary solution is problematic for other learning areas who have content in the capabilities. Content in the capabilities is problematic for at least two learning areas. This discussion does not answer the questions around these disruptors.

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Changes here, like in the Conceptual understandings impact Learning Standards

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Languages R-10

Can possibly lift the occasional word in Ls to not repeat wording in examples

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Change "Physical" to more general heading - "process and ... "??

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Physical skills are a set of abilities to use physical tools, operations and functions. They

include manual skills, such as the ability to use information and communication technology

devices and new machines, play musical instruments, craft artworks, play sports; life skills,

such as the ability to dress oneself, prepare food and drink, keep oneself clean; and the

ability to mobilise one’s capacities, including strength, muscular flexibility and stamina

(OECD, 2018[1]; OECD, 2016[4]). Practical skills are those required to use and manipulate

materials, tools, equipment and artefacts to achieve particular outcomes (OECD, 2016[4]).

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I am wondering about Practical and Technical?

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further exploration required around the pros and cons of repetition of inquiry elaborations beneath knowledge section

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CC is very long for maths. It does include majority of the current capabilities

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What the impact that Proficiencies will no longer be under these headings or examples be an issue for LA's?

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there is an opportunity to make small changes to capabilities or learning standards (language) to accommodate ethical

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tighten the elaborations currently beneath 'critical inquiry', Need to identify if we repeat content descriptors of inquiry. beneath different conceptual understandings. A concern might be the over duplication/repetition of content

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That the headings are closely aligned (heading names) to what skills employers are looking for from learners

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The current capabilities do not fit within Ethical understanding

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opportunity - the process provided an opportunity for us to reword/reposition part of our learning standard

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HPE mapping fitted quite well across all capabilities. The physical capability is an essential part of the HPE learning area.

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English maps effectively onto the relevant capabilities. An opportunity exists to restore some of the Learning Standard language, particularly the verbs, to the appropriate age and stage to ensure cohesion and assessment progression.

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' Physical' and the current definition does not suit the mathematics

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Currently in AC V9 there are 7 GCs. We need to be cognizant that adding capabilities will need extremely good communication to the field to justify why there are more.

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Aligned well generally, but Physical and Practical felt uncomfortable for The Arts. After much grappling and due diligence. I suggest that 'Physical' ( or Movement' )be a separate capability and this one become 'Practices and processes'. This reflects the original intention of the capability we had in the arts, aligns with Technologies, and possible Science and Maths, while honoring the significance of movement in HPE, by separating it.

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Languages R-10

Strong alignment to new proposed capability titles (little change for us)

Current examples support the capability titles

Clear alignment of the LS statements to examples

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opportunity to have more capabilities across our LA ie HPE has all 5 represented now, this is more authentic

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HASS - strong alignment with the proposed naming conventions. We will need to review our critical inquiry capability.

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Critical and Creative Thinking was really long. I suspect that will be similar for all LAs. This implies it is of more importance that the other capabilities.

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A better definition for Physical and Practical would help

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The use of the word "Physical" and the definition of the skills capability does not suit Technologies.