Curriculum Planning Process

+1 for Teachers +1 for Students Front Ending Assessment - Creating Assessment Literate Learners

WHAT am I teaching and WHY am I teaching it?Analyse the unit of work and assessment to develop clarityof the curriculum intent.

• As a team, develop clarity of the unit and assessment task using the alignment template.

• As a team, identify the reading and writing demands of the unit.

• As a team, create a Know and be able to Do table with Think questions.

•Conductmodificationsprocessforlearnersonamodifiedcurriculumprogram.

HOW will I teach it?Establish clear Learning Intentions and Success Criteria.

•As a team, delegate responsibilities across your team to: develop a pre-task; finalise theassessment task;establishclear Learning Intentions and Success Criteria;anddevelop theappropriatemodelresponsesandTTR/TTWactivities.

HOW will I know that learning has been successful?• Monitor student learning during the unit and reflect on the overall success of the unit

after moderation, using the calibration model.

www.bowenshs.eq.edu.au

Whole School

Curriculum Planning Process

Bowen State High School

CLARITY0.75

P-12 Curriculum, Assessment and Reporting Framework (P-12 CARF) (whole school approach to assessing student learning)

State Schools Strategy

Curriculum into the Classroom (C2C)A resource to help implement the Australian Curriculum in classrooms.

Provides unit overviews and GTMJs aligned to the curriculum for teachers. Cognitive verbs and higher order thinking are embedded in documents.

Can be adapted or adopted to suit the school context.

Australian Curriculum (The source document for all planning - 7 General Capabilities and 3 Cross Curriculum Priorities)

Contains Content Descriptions and Achievements Standards for each year level.Outlines the structure for each subject through the strands and sub-strands of learning.

Used to create the whole school curriculum and assessment plan, year level curriculum and assessment and unit overviews.

Developing ClaritySchool based approach to achieving Clarity using the

Whole School Alignment TemplateStep 1: Align the achievement standard, assessed content descriptions

and GTMJ to achieve clarity of what content is being taught and how the students are to demonstrate their learning in the

assessment task (where content is being assessed in the task)Step 2: Use the three cueing system (SMV) to determine the literacy demands of

the assessment task/unit. These should be broken into Curriculum Input (Reading, Listening and Viewing) and Curriculum Output (Writing, Speaking and Creating)

Step 3: Create a Know and Do table using the GTMJ, content descriptions and model response.

Step 4: Process to modify units of work and determine access and instructional adjustments.

Modifying CurriculumStudents working at a different year level juncture (ICP endorsed) to their age level

peers require modified curriculum and assessment tasks as per the P-12 CARF.Teachers must be aware of students on ICPs and curriculum tasks must be

modified to their identified curriculum level. Teachers work with their year level group, co-teachers, case managers,

curriculum HODs and HOD Inclusive Practices to align and modify assessment tasks using the sequence of content, achievement standard and the GTMJ from

the modified year level.Teachers then use the whole school approach to differentiate teaching and

learning using the UDL Framework.

Sequence of ContentProvides Content Descriptors from the

Australian Curriculum in year level sequence.

GTMJA-E Descriptors for each sub-strand of the curriculum area being assessed.

Construct the GTMJ using achievement standards for C level, and building

up and down using the content descriptors and/or cognitive verbs.

Achievement StandardWhat students need to achieve by the

end of the year for that level.

Outlines roles and

responsibilities for all

teachers in Queensland

What I need to Teach

How Students demonstrate

their learning?

Why am I teaching it?

What am I teaching?

CLARITY

• Teachers have a clear understanding of the curriculum intent (content descriptions

and achievement standards of the A-C)

of the unit of work.

• Teachers can articulate what

students need to know and be able to do to be successful in

the assessment task (curriculum intent,

GTMJ and modelled response).

• Teachers can articulate how students

will need to use the skills of reading and

writing to successfully complete the

assessment task (know and do + planned texts + modelled response).

www.bowenshs.eq.edu.au

Planning Flow Chart

3

MODIFYING CURRICULUM AT BOWEN STATE HIGH SCHOOL

Step 1: Map Content Descriptors (at cohort level) to ICP level using

Sequence of Content.

Step 2: Map Achievement Standards (at cohort level) to ICP

level.

Step 3: Consult Australian Curriculum Work Sample Portfolios

to gain insight into how student responses might look at ICP level.

Step 4: Construct Guide to Making Judgements using Achievement

Standards for C level, and building up and down using Content

Descriptors and/or cognitive verbs;

Step 5: Align Guide to Making Judgements, Content Descriptors, Achievement Standards, and the

task, to create a Know and Do Table for the ICP level.

Studentsworkingatadifferentyearlevel(ICPendorsed)requiremodifiedcurriculumandassessmenttasksaspertheP-12CARF.

Cuculum Modification Process at Bowen State High School

Option B: Standards Elaborations

Option A: Achievement Standards

Modifying Curriculum at Bowen State High School

Step 1: Map Content Descriptors (at cohort level) to ICP level using Sequence of Content.

Step 2: Map Achievement Standards (at cohort level) to ICP level.

Step 3: Consult Australian Curriculum Work Sample Portfolios to gain insight into how student responses might look at ICP level.

Step 4: Construct Guide to Making Judgements using Achievement Standards for C level, and building up and down using Content Descriptors and/or cognitive verbs.

Step 5: Align Guide to Making Judgements, Content Descriptors, Achievement Standards, and the task, to create a Know and Do Table for the ICP level.

Students working at a different year level (ICP endorsed) require modified curriculum and assessment tasks as per the P-12 CARF.

Cuculum Modification Process at Bowen State High School

Option B: Standards Elaborations

Option A: Achievement Standards

www.bowenshs.eq.edu.au4

CLARITY0.75

WHAT AM I TEACHING AND WHY AM I TEACHING IT?

Year ___________ Unit ________________________________________Year Level __________ Unit _________________ Semester ______________

Unit

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Inserttheunit overview (outlinestheintentoftheunit)foundintheC2Cunitplan.

Ach

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Inserttheachievement standard (containsayear’sworthoflearningthatisreflectiveofaCstandard)

foundintheC2Uunitplan.

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Assessed Content Descriptions GTMJ GTMJ GTMJ

Inserttheassessed content descriptions (ThesearelocatedintheC2Calignmentdocument.Theseare the content

descriptionsfromtheAustralian Curriculum that are assessed in thistask.Theseare

used to inform what students need to

knowanddo)

A

Inserttherelevantcriterion descriptions from the GTMJ(Theseare found in the unit

outlineintheC2Ctask.TheGTMJisusedto

determine what students need to know and do)

B

C

D

E

www.bowenshs.eq.edu.au 5

CLARITY0.75

Cur

ricul

um In

put

(Rec

eptiv

e M

odes

- Re

adin

g, L

iste

ning

, Vie

win

g)

Broad and deep vocabulary

(Meaning and Visual)

Fluency (Meaning)

Active Comprehension Strategies (Meaning)

Text and textual features

(Meaning and Syntax)

Knowledge of the world (Meaning)

Listthevocabularythat students need to know in order to comprehendandconstruct texts.

Tier2words:List the high quality academic vocabularyandcognitiveverbs.

Tier3words: List the content-specificvocabulary.

Identify the literacy strategies to assist students with vocabulary.

Identify the students in your class that cannot decode text at level.

Identify the punctuationfeatures in the text that students need tounderstandpriorto reading.

Identify the reading comprehensionstrategies that will assist incomprehendingthetext.

PredictingConnectingInferringComparingVisualisingSummarisingParaphrasingSynthesisingSelf-questioningSkimmingScanningDeterminingImportanceRe-readingSounding outChunkingUsinganalogyConsulting a referenceAdjusting reading rate.

IdentifyTTRactivitiesthat can be used to assist this.

Identify the text structures that students need to be familiar with so they can understand the text.

Cause and effect

Problemandsolution

Compareandcontrast

Description

Sequencing

Identify and list the text organisational features that students need to be familiar with so they can understand the text. E.g. Graphs,Tables,Images,Titles,Subtitlesetc.

Discuss and list the knowledge of the world that is needed for students to engage in the text(read,view,listen)ortoproducethetext(write,create,speak).

Cur

ricul

um O

utpu

t (P

rodu

ctiv

e M

odes

- W

ritin

g, C

reat

ing,

Spe

akin

g) Spelling knowledge

(Visual)

Strategies for planning and composing


Text and textual features


Listthespellingknowledge and strategies that will beusedtoexplicitlyteachspelling.

IdentifytheTTWactivitiesthatcan be used to assist students in composingtext.

IdentifytheTTWstrategies that will be usedtoplanwriting.

List the language featuresandpunctuationthat students need to produceinthechosentext.

IdentifytheTTWactivitiesthat will can be used to assist students in composingtext.

Identify the text structure that students need to produce.

State the audience andthepurposeoftheoutput.

Identify and list the cohesivetiesandsentence structures that are needed.


General CapabilitiesLiteracy Numeracy ICT Critical and

CreativeThinkingPersonaland

SocialCapabilityEthical

UnderstandingIntercultural

Understanding

Cross Curricular PrioritiesAboriginalandTorresStraitIslanderCultures Engagement with Asia Sustainability

Modifications NeededYears 1 2 3 4 5 6 7


CLARITY0.75

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CLARITY0.75

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CLARITY0.75

Questions for group discussion whilst using the

alignment template:

What are the literacy/numeracy

demands of the task?

What literacy and numeracy skills do my students already

have?

What are the reading and writing

demands of the unit?

How will this be delivered?

THREE CUEING SYSTEMS:

• Sentence Structure• Punctuation• Language Features• Oral Rehearsal in SAE

• Comprehension strategies• Text structures• Purpose and audience• Cohesion• Knowledge of the world• Vocabulary• Fluency• Images

MEANINGWhole Test Level

Does that make sense?

SYNTAXSentence Level

Does that sound right?

VISUALWord LevelDoes that look right?

• Concepts about print• Phonemic awareness• Phonics• Spelling• Strategies to decode words• High frequency sight words


HOW WILL I TEACH IT?Consider the following questions when deciding how to teach the unitandhowtodevelopclearLearningIntentionsandSuccessCriteria.

WhatdoesmyQuadrantofLearners,Studentvoice,LOAresult,NAPLAN,LiteracyContinuum,Reading/NumeracyDataandPre-taskrevealabout

what my students already know and what can they already do?

HowwillIusethePedagogicalFramework(VTVL)todesignmylessonsandcreateagradualreleaseofresponsibilityacrosstheunit?

HowwillIusethePedagogicalFramework(LIsandSCs,Engagement,Input,GuidedPractice,IndependentPracticeandClosure/Review)toteachwithaliteracyfocus?

Whatliteracystrategies(TTR,TTW,TWR,VLL)willIuseandwhenwillIusethem?

HowwillIdifferentiateinthisunit?HowwillweusethewholeschoolapproachandtheUDLFramework?

WhatarethecognitiveverbsthatrelatetothisunitandhowwillIteachusingthese?

Gradual Release of ResponsibilityModelled Thinking

Teacher:Modelstheirthinking to students.

Student:Ilistentothethinking of the teacher.

Shared ThinkingTeacher:Providesquestions,promptsandcluestosupportstudentthinking.

Student:Istarttoarticulate my own thinking.

Guided ThinkingTeacher:Teacherprovidessupportifthinkingisunclear.

Student:Icollaboratewithpeersandteachertoapplymythinking.

Independent ThinkingTeacher:Providesdailyopportunitiestodevelopthinking and demonstrate their understanding.

Student:Iapplyanddevelopmythinkingonmy own.


CLARITY0.75

Aanalyse applyappraiseappreciateargue assess C calculate categorise clarify classify comment communicate comparecomprehendconduct consider construct contrast create critique D decide deduce definedemonstrate derivedescribe design determine developdevisedifferentiate discriminatediscuss distinguish document

E evaluateexamine execute experimentexplainexploreexpressextrapolateG generate H hypothesiseI identify implementinfer interpretinvestigateJ judge justify M make decisions manipulatemodify O organise P predictproposeproveR realise recall recognise reflectonresolve

S select sequence sketch solvestructure summarise symbolise synthesise T test U understand use

ESTABLISH CLEAR LEARNING INTENTIONS AND SUCCESS CRITERIA USING THE COGNITIVE VERBS IDENTIFIED IN YOUR KNOW AND DO TABLE

Cognitive VerbsTHE75COGNITIVEVERBSOFTHE QUEENSLANDSENIORCURRICULUM:

See your literacy handbook forglossary of these terms.

HOW WILL I TEACH IT?


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HOW WILL I TEACH IT? ESTABLISH CLEAR LEARNING INTENTIONS AND SUCCESS CRITERIA

TEACHING AND LEARNING SEQUENCE

Week Lesson 1 Lesson 2 Lesson 3

1LI: InsertLearningIntention

SC: InsertSuccessCriteria

LI:

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3LI:

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4LI:

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5LI:

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HOW WILL I TEACH IT? DELEGATE RESPONSIBILITIES ACROSS YOUR TEAM

Tasks to be completed Teacher responsibleDate to be completed

and distributed to team / HoD

Additional comments

Pre-tasks and Exit Slips

At Level

Modified

Literacy Resources (TTR/TTW/TWR/VLL)

At Level

Modified

‘Know and able to Do’ table and think

questions

At Level

Modified

Teaching and Learning Sequence

LIs and SCs

At Level

Modified

Finalised assessment task (complete

with whole school assessment template)

At Level

Modified

Exemplar / model response

At Level

Modified


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HOW WILL I KNOW THAT LEARNING HAS BEEN SUCCESSFUL?

Monitor student learning during the unit and reflect on the overall success of the unit after moderation.

TIC (Teacher In Charge) Curriculum ResponsibilitiesYear/Subject TIC Unit Title Teacher Responsible for Units

YEARS 7 TO 10

Questions for discussion:

Whatworkedreallywell?Whatneeds to be changed for next time?Wastheassessment

piecesuccessful?


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TIC (Teacher In Charge) and Curriculum Responsibilities

Year/Subject TIC Unit Title Teacher Responsible for Units

YEAR 11 AND 12


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Address: 1-9 Argyle Park Road Bowen Qld 4805

Office Hours: 8.00am - 4.00pm / Monday - Friday

Telephone: (07) 4786 9888

Facsimile: (07) 4786 9800

Email: [email protected]

Website: www.bowenshs.eq.edu.au

Curriculum Planning Process

Documents

Transcript of Curriculum Planning Process