Transcript

Curriculum planning and programming is a core part of the work of every teacher in every school in NSW. Its purpose is to improve each student’s learning outcomes, by turning syllabus requirements into learning experiences that are meaningful and appropriate to students’ needs and interests.

A lot of time is spent at school in curriculum planning and programming… so what is the best way to do it?

Well after much discussion across NSW public schools, with teachers, principals and curriculum experts, we are clear that there is no single way to do it…. That is, particular approaches will work better in some school settings than in others.

What is common however are the features of effective curriculum planning and programming. Through reviews of research and discussion we have been able to tease out 5 principles for effective curriculum planning and programming. These 5 principles are discussed in more detail in the document Curriculum planning and programming for quality teaching, assessing and reporting.

Principle 1: Effective curriculum planning and programming aims to be responsive to student learning needs.

This is evident when curriculum planning and programming in the school supports teachers to differentiate their classroom practice in response to the needs of their students … not locking teachers into a sequence of activities regardless of the students’ needs and interests.

This principle is most likely to be seen in units of work and lesson plans.

Principle 2: Effective curriculum planning and programming aims to provide a seamless progression of learning within and across school years.

When you think about the experience of a single child through school, how does the curriculum planning and programming in your school help them to build their knowledge and skills in each learning area in a smooth progression of learning? Have you ensured students have access to all syllabus outcomes and content? Have you been able to make meaningful connections across learning areas?

This principle is most likely to be seen in the scope and sequence and its relationship to units of work.

Principle 3: Effective curriculum planning and programming aims to focus on learning of high intellectual quality and significance.

Improved student learning outcomes result from teaching and assessment that focuses on the key concepts, ideas and skills identified in the syllabus. Teaching that doesn’t get bogged down in endless low order thinking and busy work.

This is most likely to be seen in the teaching and assessment strategies in a unit of work and lesson plan. Strategies need to focus on important concepts, and provide opportunities to make connections to background knowledge and to show students why the learning matters.

Principle 4: Effective curriculum planning and programming aims to make explicit high expectations for learning and achievement.

This principle is closely linked to principle 1 regarding differentiation. It is seen in units of work and lessons that assist the teachers to find out what each student already knows and can do, and builds bridges or scaffolds the learning needed for progression. The learning tasks that are set are challenging and achievable for every student.

The last principle is a little different from the first four.

Principle 5: Effective curriculum planning and programming aims to enhance professional practice through collaborative development and evaluation.

It focuses on curriculum planning and programming as a vehicle for improving practice through dialogue, professional learning, collaborative development, evaluation and monitoring.

The activity in this part of the course encourages discussion of these five principles in the context of the curriculum planning and programming of your school…..Which of these principles do you do well in your school and which aspects of your practice you can improve.