Programming and Planning What's it all about?

1. Programming and Planning What's it all about?

2. Purpose of Curriculum Curriculum • is designed to develop successful learners, confident and creative individuals, and active and informed citizens. • drives teaching and learning and is the core business of schools. • is much more than a document which outlines what is to be learnt or taught. • is dynamic and encompasses: • the learning environment • learning routines • resources • teaching approaches, strategies, methodologies • learning activities • assessment programs and methods • values and ethos of the school • relationships and behaviours amongst learners and teachers. These are all interconnected and provide the experiences that contribute to student learning • http://www.det.nt.gov.au/parents-community/curriculum-ntbos/ntcf

3. Planning for learning We need to plan for the needs of the class (and individuals within the class) as well as the school and the system. Where to begin: • NTCF /Australian Curriculum outcomes • LMQ

4. Outcomes & Indicators Outcomes – what do you mean? • start at the end, define what you want learners to be able to do • learning is designed to assist learners to achieve this end point Indicators – they are different because? • Indicators are established measures used to determine how well a result has been achieved in a particular area

5. Lesson Design – Col3 Topic/Theme : team skills (Col3) Y Level: 5/6 (band 3) Duration: 45 mins Achievement Objective: to demonstrate team skills Learning Outcome: collaborative 3 Fulfils their responsibilities as a group member and actively supports others. Preparation/organisation: cameras, check list for involvement, write rules of activities on the board, pre-organise the groups you want of the way you would like the students to group themselves

6. Introduction of lesson • Explain what you intend to do • Explain why you intend to doing it Development • Explain rules of line up – undertake activity with students. Conclusion • Have the students reflect on the activity Assessment • Annotated photographic evidence of involvement • Reflection journal entries

7. Reflect, Reflect, Reflect Evaluation The most important aspect of the lesson is to reflect on what happened Against the outcome • did the task allow me/you to gather useful information toward the outcome set or do I/you need to adjust the task? Of your intentions/teaching: • What improvements can be made • What adjustments will need to occur and for who • Did you get useful assessment information – why, why not

8. Eight Learning Management Questions