Curriculum Planning Overview

Doveton North Primary School.

A Whole School Approach to Planning.

The Department of Education model.

Doveton North Planning Model.

CONCEPT THREAD

THROUGHLINE

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

School Community

Vision

Mission Statement.

(

Students Parents

Community

Sch

oo

l Sta

ff

Values

1. Big Picture-: School Community

2. What do we value

3. Concepts coming from DNPS Values.

4. Team planning. Integrated units .Building on Understandings along concept threads.

DNPS Curriculum Audit and Review.

Flowchart of stages.

‘Curriculum’ refers to everything a school does to support

student learning.

The aim of this process is to link our shared whole school vision and valuesdirectly to our planning. If the goal posts are clear, we can all channel our energy in the samedirection.

If we are teaching those things that we collectively agree are important to the Doveton North Community there are many benefits;

We as teachers will be more enthusiastic about what we are teaching.

We can support each and share expertise working towards common goals.

We will have a shared vision and direction for continual whole school improvement.

Curriculum planning will be linked across all areas of the school and to the broader community.

Students will have greater connectedness to the concepts covered.

Students will be more enthusiastic as concepts relate directly to their needs/interests.

Academic achievement should improve.

Doveton North Vision Statement.

Eg.

Life long learning.

Growing together as a

Community.

Doveton North Value Statements

Four Pillars of Learning.Learning to Know Developing the mind through critical and higher order thinking skills and providing opportunities for students to immerse themselves in inquiry. Making Life-long learning a reality for all. Learning to Live Together Developing a learning community where compassion and integrity are the basis of human relationships. Developing within our student's socialisation skills, which include inclusion and equity. Learning to Be To be people who have the school's values experienced in social interaction and reinforced my curriculum content and process. The values of love, truth, joyfulness, individuality, unity of creation, peace and peace-making, knowledge, prayer, justice and the aesthetic are central to all we do. Developing the skills of responsibility, commitment, openness, co-operation, research, communication, social responsibility, expression, problem solving, using technology, critical thinking and task management. Learning to Do Providing opportunities for students to have greater input into the design of their own learning, connecting and integrating concepts. Be part of a learning environment, which is conducive to the use of new information technology.

Linking values to planning.

The Values will be linked to Key Concepts

or Big Ideas.

Concepts or Big Ideas could include;

Possible Overlapping Concepts

These can provide 'umbrellas' under which specific topics may be placed

Adaptation Behaviour Beliefs and values

Cause and effect Change Changing lifestyles

Citizenship Communication Conflict and cooperation

Conservation Consumption Creativity

Culture Customs and rituals Cycles

Development Distribution Diversity

Ecological sustainability Energy Environment

Feelings and emotions Gender equity Human rights

Imagining and constructing the future

Indigenous peoples Individual potential

Individuals and groups Institutions Interaction

Interdependence Invention and design J ustice, rights and responsibilities

Life and living Living and non-living Location

Mobility Needs and wants Organisation

Patterns Perception Personal safety

Place and space Power and control Production

Relationships Resources Revolution

Rites of passage Ritual Roles, rules and laws

Similarities and differences

Social justice Society and socialisation

Spirituality Supply and demand Survival

Systems The global society The physical world

Thinking Critically Time Tradition

Transitions Wellbeing Work and leisure

Big Ideas Statements eg.

the systemic nature of the social, physical, biological and technological worlds

the relationships between the person and the planet the extent of each individual’s potential that their world view is not universally shared the range of cultures and what they have to offer global conditions, trends and developments issues concerning justice, rights and responsibilities the implications of present choices and actions the need for action skills necessary for participation in

a global society."

We group the concepts that are related to the integrated units that address our values.

If an integrated study we value from P-6 isReduce, re-use, Recycle and Environmentalunits.

Then we might link the Big Idea/Concepts. Cause and Effect. Consumption Environment Needs and Wants.

Then we Plan a whole school overview of integrated units showing these links.

CONCEPTTHREAD

THROUGHLINE

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

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Linking Integrated Planners to VELS Standards.

For each Integrated Unit we will use the

Big Question to list understandings and

relate these to the VELS Standards.

The format for planning for standards is;

We will need to develop one of these for each unit of work.

Integrated Unit:

CSF Level:Term:Staff:Duration:ConceptsBig question:Understandings:

Strand Domains Dimensions Key elements of standards.Students:

Physical, Personal and Social Learning.

Discipline-based learning.

Interdisciplinary Learning.

Integrated Unit: Health and Safety

CSF Level:3Term:3Staff: Rachel Jones, Jenny Norton, Pauline CanfieldDuration:3 weeks

Strand Domains Dimensions Key elements of standards.Students:

Physical, Personal and Social Learning.

Health and Physical education

Health knowledge and promotion basic safety skills and strategies, and describe methods for

recognising and avoiding harmful situations.identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people's food choices.explain basic concepts of identity and use simple strategies to maintain and support their self-worth.

Personal Learning The individual learnerwork co-operatively with peers, seeking and giving relevant feedback.short tasks by planning and allocating appropriate time and resources.

Interpersonal development

Working in teamscooperate for agreed purposes, taking roles and following guidelines established within the task.

Discipline-based learning.

English Writingthey express a point of view providing some information and supporting detail.

Mathematics Spaceuse and compare ways of locating and identifying places on maps and diagrams.

Interdisciplinary Learning.

Thinking Reasoning, processing and Inquiry

provide reasons for arguments and conclusions.

Reflection, evaluation and metacognition identify and provide reasons for their point of view, and justify

changes in their thinking.

Understandings: There are safe and unsafe behaviours. Some places have potential hazards and must be used correctly eg stairs, ramps. Accidents occur both in and outside school buildings and surrounds. Safety measures are put into place for the wellbeing of all people in the school community/environment. There are ways we can change our environment to make it safer. Oral hygiene is important to our health A healthy diet promotes wellbeing.

Key Concepts:Cause and effect, Life and Living, Personal Safety, Development, Thinking critically, Wellbeing, Location

Integrated Planning format.Integrated Unit:

CSF Level:Term:Staff:Duration:

Understandings:

Key Concepts:

Strand Domains Dimensions Key elements of standards.Students:

Physical, Personal and Social Learning.

Discipline-based learning.

Interdisciplinary Learning.

Tuning In.

Finding Out Sorting Out

Making Connections/Taking action.

Assessment.

Resources

Skills Process Areas Used (Highlight)

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Unit Evaluation Notes for future reference.