The curriculum planning and programming process
Transcript Title
There are many factors that influence how curriculum planning and programming occurs in a school. These factors all need to be considered in the school and the expected curriculum planning and programming processes, products and practices determined.
The process section – shown on this screen and available in the Curriculum planning and programming for quality teaching, assessing and reporting document… looks at why we do curriculum planning and programming at whole school, stage and year level, unit and lesson level. For each of these levels there is also discussion about what it looks like when it is done well in a school and what factors a school needs to consider when planning how to do it.
Once a school has thought about what curriculum planning and programming looks like and how they want to do it – the school is then well placed to work out the following:
Which people need to be involved in curriculum planning and programming processes at each level – whole school, stage and year, unit and lesson?
What processes need to be put in place?
What the products will look like? By this I mean what format will the teaching programs take, how detailed will they be, how consistent will they be across the school and… how will the teaching programs be shared, stored and retained as school records?
What practices will be expected of staff to ensure quality teaching, assessing and reporting practices in classrooms across the school? This will include professional learning, mentoring, monitoring and supervision practices.
It is important that all staff have a shared understanding of the curriculum planning and programming practices and decisions in the school.
The activity for this section of the course requires you to have read the processes section of the Curriculum planning and programming for quality teaching, assessing and reporting document…..considering what it looks like at each of the whole school, stage and year unit and lesson levels.
You can do this on this screen below or with the hard copy of the document.
In this activity you will focus on whole school; and stage and year level planning and programming considerations in your school. Following discussion of the ‘whys’, ‘hows’ and ‘whats’ of curriculum planning and programming…you will complete the last task….come up with a plan of action for either whole school or stage and year level curriculum planning and programming.
This plan should help you in your next steps towards implementing the NSW syllabuses for the Australian Curriculum. The task is the Part B deliverable for sign-off with your course supervisors… as evidence of successful completion of the course.
Teachers need to make decisions about planning and programming in the context of the situation they are working in.
Click on each arrow and drop down boxes will appear.
Click on each button and a series of questions or statements will appear. These questions will then form the basis for completing Part B of the deliverable. Read each one and engage with the content.
The text on the Process tab is also accessible from pages 7-13 of Curriculum planning and programming for quality teaching, assessing and reporting.
Source: Curriculum planning and programming for quality teaching, assessing and reporting (.pdf 251kB), p8-13.
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Complete Activity 4 (.pdf 293kB). This will assist you to complete the Deliverable part B (.pdf 174kB). |
Indicative time: 30 minutes
What is this tab about?
This tab focuses on the different levels of decision making when teachers plan and program. This decision making framework provides information about whole school, stage and year, unit or topic and lesson planning. This tab also provides a list of useful questions that schools can use in the implementation of new curriculum.
Delivery
Click on each arrow and drop down boxes will appear.
Click on each button and a series of questions or statements will appear. These questions will then form the basis of Part B of the deliverable. You may like to allow time for participants to read each one and engage with the content. At this stage, it will be useful for participants to have a look at all of the questions at all of the levels to provide a whole school context.
The text on the Process tab is also accessible from pages 7-13 of Curriculum planning and programming for quality teaching, assessing and reporting.
Completing the activity
Part B of the deliverable provides participants with a choice of activity that best suits their situation.
The deliverable should take about 15 minutes to complete.
