| 4.2. Structure of the curriculum organiser | ||
|---|---|---|
 | Chapter 4. Curriculum Organiser |  |
| 4.2. Structure of the curriculum organiser | ||
|---|---|---|
| | Chapter 4. Curriculum Organiser | |
The curriculum organiser consists of neutral vocabularies for each learning area. These neutral vocabularies are being incorporated into metadata describing TLF created content and are used to describe learning outcomes in Australian State and Territory and New Zealand curriculum frameworks.
The intention of the current BELTS implementation of the curriculum organiser is to match TLF content with Australian State and Territory and New Zealand outcomes and allow teachers to view the local outcomes that TLF content may help facilitate.
The curriculum organiser has two parts: a neutral vocabulary for each learning area, and a learning outcome description of each State and Territory outcome using that neutral vocabulary.
A small part of the neutral vocabulary for Mathematics is:
2D shapes, 3D objects, Accuracy, Addition, Algebra, Algebraic methods, Algorithms, Angles, Area, Arithmetic, Attributes, Automatic response, …
An example learning outcome description of a Victorian Mathematics outcome using this neutral vocabulary is:
| Outcome Code | Outcome Description | Neutral Description (neutral vocabulary terms) | Year levels | Skills/Process |
|---|---|---|---|---|
| MDS 1.1 | Estimate, compare, describe and measure length, area, capacity, volume and mass using informal units; estimate and measure length in cm and m | Measurement, Length, Mass, Informal units, Metric system, Capacity, Area, Volume | 1, 2 | Comprehension, Knowledge |
Table 4.1. Example learning outcome description for a Victorian Mathematics outcome
| |  | |
| Chapter 4. Curriculum Organiser |  | 4.2.2. Describing content |