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A Process for Programming

A Process for Programming. Developed by the English team at Lucas Heights Community School for implementing the new Stages 4-5 Syllabus. English Stages 4-5 January 2005 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au /.

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A Process for Programming

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  1. A Process for Programming Developed by the English team at Lucas Heights Community School for implementing the new Stages 4-5 Syllabus English Stages 4-5 January 2005 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/

  2. There’s no need to get rid of your old programs!

  3. 1. Evaluate current programs in the light of thenew Syllabus and QTP • Test for fit to new syllabus outcomes • What stays? • What goes? • What needs to be adapted or extended?

  4. Plan the way ahead…

  5. 2. Develop a strategic plan for programming • What outcomes need more attention? • What texts need more attention? • What cross-curriculum content needs more attention? • What aspects of QTP need more attention?

  6. 3. Develop a one-page “scope and sequence” • This step requires input from the whole team. • The objective is to provide a broad outline of each unit • Consider whether the stage planning meets syllabus requirements

  7. 4. Develop a schedule for getting the job done • Allocate each unit that needs to be programmed (or reprogrammed) as a special project for one or two members of the team. • Encourage teacher(s) to keep project in a folder with the schedule attached to the outside. • Have regular progress reports of projects at team meetings

  8. Think of it as an act of creation.

  9. 5. Prepare the draft units • Consider appropriate models of units. • Search for resources. Start with the bookroom. Cannibalise old programs. Search the WWW. Peruse the catalogues – what do you need to buy? • A good starting point for each unit: decide what you want students to do, make or learn. • Work backwards from there, determining a sequence of lessons that will enable students to achieve these objectives. • Write up unit in draft form, mapping to syllabus outcomes.

  10. Cannibalism comes naturally to us.

  11. Use the evaluation instrument: “Evaluation of Stage 5 English Program”. The architect of each unit presents the draft at a team meeting – fine tune using the “Tuning Protocol”. Teach the unit, then evaluate and fine tune again. 6. Evaluate the draft units

  12. Presto! Your programs are ready!

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