Making connections more about the Curriculum Planning and Programming materials

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Making connections-more about the Curriculum
Planning and Programming materials
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• December 2005
• NSW Board of Studies
• NSW Primary Curriculum
• Foundation Statements
• provide a basis for assessing, reporting and
  discussing student progress (p. 2)

• C\Documents and Settings\avanwestenbrugge\Desktop
  \FoundationCover.jpg

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• December 2005
• NSW Department of
• Education and Training
• Getting the balance right
• The departments response to Time to Teach, Time
  to Learn
• support (for) teachers in
• programming, assessing and
• reporting (p.2)

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http//www.curriculumsupport.nsw.edu.au/timetoteac
h/index.htm

• December 2005
• NSW Department of Education
• and Training
• Curriculum Planning, Programming, Assessing and
  Reporting to parents K-12

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The curriculum planning and programming framework
provides three levels of support
Level 1 A curriculum planning framework of
connected outcomes groups organises outcomes from
four KLAs connected by a common focus. (This also
includes a poster of all English and Mathematics
outcomes) Level 2 Descriptions of the
connected outcome groups which explain the
connection for each KLA in the group, identifies
relevant syllabus content and lists or links to
readily-available resources. Level 3 Units of
work, one for each connected outcome group,
translate the framework into programming support.
The units of work contain teaching and learning
activities with literacy and numeracy links
included, and planned assessment.
NSW Department of Education and
Training Curriculum K-12

http//www.curriculumsupport.nsw.edu.au/timetoteac
h
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Level 1 - Curriculum planning framework
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Level 1 - Curriculum planning framework

• displays the primary curriculum (all outcomes in
  two documents for easy reference )
• gives primacy to English and Mathematics
• shows all outcomes are written in full once only
  (the outcome code is written when outcomes are
  revisited)
• organises Science and Technology, Human Society
  and Its Environment, Creative Arts and Personal
  Development, Health and Physical Education into
  Connected Outcomes Groups (COGs)  
• shows eight groups per stage (approx. one
  Connected Outcome Group per term - six smaller
  groups in Early Stage 1). Physical education is a
  separate group to ensure all students participate
  in 120 minutes of planned physical activity each
  week.

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Curriculum planning framework Connected
Outcomes Groups (COGs)

• naturally connect through similar content,
  processes or skills (allowing the curriculum to
  be taught more efficiently and connect ideas for
  students to maximise their learning )
• ensure there is adequate repetition of outcomes
• revisit outcomes in different contexts
• show how not all KLAs are addressed in each
  connected outcomes group but are covered across a
  stage
• are tracked across stages in strings (eg. A
  Our place ES1, Local Places S1, Local
  Environments S2 and Living Land S3) to support
  programming for multi-stage classes

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Curriculum planning framework

• How can the framework be used?
• trial the framework
• match this framework to your current scope and
  sequence (to ensure all outcomes and syllabus
  content for each KLA is addressed)
• Example - if you already have a scope and
  sequence HSIE with Sci Tech, you may connect the
  outcomes for Creative Arts and PDHPE

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Level 2 - Connected Outcomes Groups (COGS)
description pages
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Level 2 - Connected Outcomes Groups (COGS)
description pages

• are organised around a big idea or connection
  focus
• describe how the outcomes for each KLA connect
• show how several outcomes can be addressed at the
  one time
• identify the content related to each KLA
• provide examples of literacy and numeracy
  connections
• link existing resources provided to schools by
  DET and Board of Studies (including links to
  websites)

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Connected Outcomes Groups (COGS) description pages

• How can the COG description pages be used?
• to write a school based unit of work (e.g.
  gathering resources listed and local resources to
  develop learning experiences)
• to write a multi-staged unit of work (e.g. use
  and adapt COG description pages from stages in a
  string)
• as an introduction to the unit where teachers use
  the description overview to highlight key ideas
  and list teaching ideas and learning experiences

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Exploring COG connections10 minutes

• Choose a connection description to read
• 2. Use these questions to plan 5 to 10 possible
  learning experiences or a rich task
• What do I want the students to learn?
• What do I want them to produce?
• How well do I expect them to do it?
• Why does the learning matter?
• 3. Record ideas
• 4. Share

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Level 3 - Units of work
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Making connections units of work
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Level 3 - Units of work

• The units are detailed examples of learning
  experiences that have
• been developed from the COG Description Pages.
  They have been
• written by classroom teachers in collaboration
  with curriculum
• officers from Curriculum K-12 Directorate.
• The units of work show
• a sequence of lessons that address outcomes based
  around the connection focus
• the depth of knowledge required to address the
  outcomes for each key learning area
• assessment that is planned and linked to learning
  experiences
• the content from each key learning area
  contributing to the overall focus

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Level 3 - Units of work

• For each unit there is
• a cover page that details the connection focus,
  how content from each key learning area
  contributes to the connection focus, sample
  learning experiences and examples of planned
  assessment
• a planning page to assist with organisation such
  as resources, excursions and student work. The
  term planner can be used to plan the weekly
  sequence of lessons.
• a sequence of teaching/learning activities
  including
• outcomes with points to clarify the purpose of
  each lesson
• sample assessment strategies and criteria that
  link assessment with teaching and learning
• literacy and numeracy links to support English
  and Mathematics programming
• links to resources and websites

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Units of work

• How can the units of work be used?
• Teachers can
• trial and adapt the units to suit the needs of
  their students and school community
• use the content in the units to select activities
  for students in multistage classes

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Exploring units of work

• Read the unit of work and explore how the
  learning experiences connect
• Look at the unit in light of quality teaching
• Focus on deep knowledge, deep understanding,
  explicit quality criteria, knowledge integration
  and connectedness
• Record ideas
• Share

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• COGs make links between curriculum areas and
  build
• on prior knowledge (for students) to gain deep
• understandings of the concepts. The COGs unit
• heavily cut down content from other KLAs other
• than English and Maths, giving more time to
  engage
• deeply with concepts and ideas within a unit.
• Stage 1 teacher, Wirreanda Public School

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Sample Timetables

• reflect policy advice that 50 of available
  teaching time be allocated to English and
  Mathematics
• 40 of teaching time is allocated to the other
  KLAs and the mandatory two hours of physical
  activity (includes 60 minutes of sport in years
  3-6)
• 10 is additional time to be used to meet school
  priorities (p.4 Getting the balance right)

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Making connections English, Mathematics and COGs

• COGs may inform English and Mathematics
• Examples
• Reshaping the media (creating a persuasive text
  advertisement) p.6 Identity
• - A typical Australia (using data to develop
  understanding of decimals and percentages) p. 4
  Identity
• English and Mathematics may inform COGs
• Examples
• Australian identity (analysing structures and
  features of poetry and ballads) p.9 Identity
• - The media and me (teaching features of a graph
  to construct a graph of major forms of media) p.
  5 Identity

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Programming for English and Mathematics

• The English block will identify systematic and
  explicit strategies for teaching talking and
  listening, reading and writing
• The Mathematics block will provide a sequential
  learning program that builds on strategies that
  students are currently using to solve problems

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Making connections COGs in the classroom

• Many of us at Ryde East feel COGS is the
  greatest timesaver
• presented to teachers for a very long time it
  gives scope and
• structure and practical ideas, particularly for
  those dance and
• drama strands that often get lost in the busy
  curriculum
• Mark Thompson, Ryde East Public School

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Making connections COGs in the classroom

• As a beginning teacher COGs are heaven sent!"
• COGs is a framework to be used to engage
  students and develop QT
• principles."
• When we trialled the units we worked with STL,
  Library, Community
• Languages, ESL and Computer Teachers. When
  students left the classroom
• to go to another class they undertook activities
  that related to the COG.
• This gave students an holistic learning
  experience where they were able
• to link learning experiences together.
• Evaluations from Harrington St Public School

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Where to from here? Plans for 2006

• Material available
• - NSW Primary Curriculum Foundation Statements
• Getting the balance right
• Curriculum Planning, Programming, Assessing and
  Reporting to parents K-12 website
• Assessment and reporting
• Further trialling with schools
• Curriculum Planning and Programming Frameworks
• - English and Mathematics

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English Programming Frameworks

• Including
• overview of literacy connections within COGs
  material
• reference list of texts to support COGs units
• sample programs and case studies
• links to English and literacy support materials
  and strategies

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Mathematics Programming Frameworks

• Including
• expanding key ideas to include a sequence of
  teaching activities with links to available
  resources
• providing advice on making connections within the
  strands e.g. linking fractions with division and
  the concept of equal sharing.

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Some feedback from teachers

• As a beginning teacher COGs are heaven sent!"
• COGs is a framework to be used to engage
  students and develop QT
• principles."
• When we trialled the units we worked with STL,
  Library, Community
• Languages, ESL and Computer Teachers. When
  students left the classroom
• to go to another class they undertook activities
  that related to the COG.
• This gave students an holistic learning
  experience where they were able
• to link learning experiences together.
• Evaluations from Harrington St Public School

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Where to from here? Making further
connections

• Updated materials available on the website
• http//www.curriculumsupport.nsw.edu.au/timetotea
  ch/
• Trial, give feedback, work samples, ideas
• Contact us by email
• cogs_at_det.nsw.edu.au