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.