Curriculum
Curriculum at Taylor Primary School
Definition of Curriculum
Purpose of Curriculum
Principles underpinning curriculum in ACT schools
Reporting to Parents
Homework
Support Programs
Curriculum at Taylor Primary
The base document for our curriculum is “Every Chance to Learn: Curriculum framework for ACT schools” which describes what is essential for all ACT students, preschool to year 10, to know, understand, value and be able to do.
We organise these Essential Learning Achievements in six areas
Learning to Learn (our hub document which describes the process we use to deliver the curriculum as well as the philosophical underpinnings of our programs)
- The student uses a range of strategies to think and learn
- The student understands and applies the inquiry process
- The student contributes to group effectiveness
- The student acts with integrity and regard for others
- The student makes considered decisions
- The student uses Information and Communication Technologies effectively
English Literacy
- The student reads effectively
- The student writes effectively
- The student critically interprets and constructs texts
- The student speaks and listens with purpose and effect
Mathematics
- The student understands and applies number
- The student chooses and uses measures
- The student recognises and represents patterns and relationships
- The student makes informed choices about money and finance
Integrated Curriculum (incorporating scientific and technological inquiry and the social sciences)
- The student understands and applies scientific knowledge
- The student acts for an environmentally sustainable future
- The student understands about Australia and Australians
- The student understands and values what it means to be a citizen within a democracy
- The student understands world events and issues
- The student understands and values human diversity
- The student designs, makes and appraises using technology
Well-being
- The student takes action to promote health and well-being
- The student is physically skilled and active
- The student manages self and relationships
The Arts
- The student creates artistic works
- The student understands and values artistic works
LOTE (Italian)
- The student understands and values human diversity
- The student speaks Italian with purpose and effect
Bands of Development
The curriculum framework has been sequenced in four bands of development from preschool to year 10 – early childhood, later childhood, early adolescence, later adolescence. The four bands of development are related to ages and school years.
1. Early childhood – preschool to year 2
2. Later childhood – year 3 to year 5
3. Early adolescence – year 6 to year 8
4. Later adolescence – year 9 to year 10.
The bands of development provide a basis for teachers to make professional judgements about where each student is ‘at’ by the end of year 2, year 5, year 8 and year 10 in terms of their learning in each Essential Learning Achievement.
Definition of curriculum
Curriculum is all learning planned, guided and implemented by the school.
‘Curriculum’ is used in the ACT to encompass all learning that is planned, guided and implemented in the school. The alignment of these elements creates the best opportunities for maximising student learning achievement. In its entirety, curriculum develops the whole child – intellectually, physically, socially, emotionally, morally and spiritually.
All learning that is planned
Curriculum involves planning strategically for student learning and documenting those plans. We plan the intended curriculum – what it is we want students to know, understand, value and be able to do, and how and when we plan to provide opportunities for students to achieve the intended outcomes. We make decisions about intended learning outcomes, content, pedagogy and assessment and planning for these aspects at the school, year and classroom levels.
All learning that is guided
Curriculum involves thinking consciously about all those aspects of the school and classroom environments and structures that can influence learning, and ensuring those aspects guide and enhance student learning. We plan for the guided curriculum – we make decisions about aspects such as school goals, values, policies, practices, curriculum organisation and timetabling in ways that maximise the opportunities for student learning and achievement. Teachers look at ways they encourage and model positive relationships and interactions and put into practice the school’s goals, values, policies and practices.
All learning that is implemented
Curriculum is more than the documentation of plans for student learning. It includes ‘what teachers actually do’ – the ongoing decision-making and responding to students’ needs and ‘teaching moments’ in a dynamic teaching and learning environment. It also includes what students actually know, understand, value and are able to do as a result of the delivered and assessed curriculum – ‘the learning actually achieved’ through the implementation of teaching plans.
Educational purpose of curriculum
The purpose of our curriculum is to develop each student as a learner, person, community member and contributor to society.
Student learning and development are at the centre of a school’s curriculum. We aim to develop students as learners and as people, empowering them with the knowledge, understandings, capabilities and values to participate as active members of their community and society.
The purpose of the curriculum is to develop each student…
…as a learner
The core business that distinguishes school as a social institution is the development of children and young people as learners. Curriculum develops the understandings, skills and attitudes for lifelong learning that are vital to the success of students in school, further education and training, and in the workplace.
…as a person
Curriculum provides the foundation for each student’s intellectual, physical, social, emotional, moral and spiritual development, enabling them to discover and develop their capabilities and talents through a balanced education of the whole person.
…as a community member
Curriculum prepares students with the knowledge, understandings, skills and values to be active, informed citizens and to participate in the social and economic life of the community.
…and as a contributor to society
Curriculum develops students as critical thinkers, problem-solvers and innovators. It supports students to apply their knowledge and skills to their experiences beyond school and to contribute to the local, national and global society.
Principles underpinning curriculum for ACT schools
1. The framework of the curriculum identifies learning that is essential for all ACT students.
This curriculum framework establishes a core of what is essential learning for every student, preschool to year 10, in government and non-government schools. The Essential Learning Achievements in the curriculum framework identify what is essential for all students to know, understand, value and be able to do from preschool to year 10.
Decisions about additional ‘worthwhile’ learning for students in the school are decisions best made by the school and its community.
2. Schools are responsible for their students’ curriculum.
Schools and their communities are best placed to make decisions about curriculum for their students. Schools are responsible for deciding how they will organise their curriculum to maximise opportunities for each student to achieve the Essential Learning Achievements in this curriculum framework. Schools, in consultation with their communities, may also identify additional ‘worthwhile’ learning for some or all students for incorporation in the school curriculum.
Teachers, students, parents and other community members have significant roles in decisions about what is worthwhile learning and about the organisation and delivery of both essential learning based on the curriculum framework and worthwhile learning determined by the school.
3. Curriculum is based on the belief that every student can learn.
Curriculum decisions should be founded on the belief that with good teaching and the right support, every student can learn – every student can be engaged, can attain learning goals within a reasonable amount of time and can feel a sense of achievement in attaining these goals. Curriculum decisions should also be based on high expectations of students and their learning.
4. Curriculum focuses on maximising student learning.
Curriculum decisions should begin with the identification of what each student already knows, understands, values and can do, and concentrate on creating the conditions to build on this by implementing the strategies that will maximise the learning outcomes of each student.
5. Curriculum provides every student with sustained opportunities to learn.
Curriculum should identify what each student should learn, and plan for and provide ongoing conditions and experiences to ensure that learning occurs. Curriculum decisions should be made about the best ways to organise the essential and worthwhile learning of the school curriculum within years and bands of development in order to provide sustained learning opportunities for students.
6. Curriculum promotes depth of student understanding and expertise.
Curriculum should develop in students a deep grasp of the central concepts and ideas that underpin topics, subjects or disciplines, and of the relationships among those concepts and ideas. Curriculum decisions should ensure that the knowledge being addressed in the curriculum focuses on key concepts and ideas, and that students have opportunities to demonstrate meaningful and deep understanding of those concepts and ideas. This principle recognises that achieving depth requires substantial curriculum emphasis and that excessive breadth leads to superficial learning.
7. Curriculum is equitable and inclusive.
Curriculum decisions should ensure that all groups of students have access to learning regardless of their race, ethnicity, gender, sexual orientation, disability, physical or intellectual attributes, language, culture, religion, age and social or economic condition. Curriculum decisions should value and include the knowledge, perspectives, cultural backgrounds and experiences each student brings to their learning. The school curriculum should provide opportunities for students to develop intercultural and inter-group understanding and value diversity. It should ensure there is no gap in learning achievement between different groups of students.
8. Curriculum decisions are based in ethical practice.
High levels of ethical behaviour are required by all those involved in making decisions about any aspect of curriculum, including intended learning outcomes, content, pedagogy, assessment practices, organisational structures and interactions between teachers and learners. Ethical practice demands that the best interests of the student are kept foremost in mind in all such decisions.
9. Curriculum is coherent and aligned.
The school curriculum should make connections: between essential and worthwhile learning; among content selection, pedagogy and assessment approaches; and among years and stages of schooling. Curriculum decisions should ensure learning has value and meaning for students beyond the classroom and school. Schools need to ensure that the curriculum builds coherent connections and makes these clear to students and community.
10. Curriculum is dynamic and responsive.
Curriculum is not static. Schools should regularly review their curriculum to ensure it is responsive to the ongoing needs of the students and the changing world around them, developments in knowledge, new information about student learning, pedagogy and assessment and evidence-based practice. The flexibility inherent in school-based curriculum responsibility should be fully utilised to achieve a dynamic and responsive school curriculum.
Reporting to Parents
Each term parents will receive feedback about the effort and achievements made by their child. In Term 1 this will be at interview. In Terms 2 & 4 the school will distribute a 'plain English' written report, using the mandated reporting template which will provide grades A-E to indicate achievement in subject areas. The report will also provide information about the student's social development, attitude to work, participation in school programs and attendance. Comments will inform parents of a student's strengths, areas for development and strategies for improvement or extension. In Term 3 you will be invited to attend a Learning Journey where your child will give you a tour of their recent learning achievement.
Helpful Tips for Interviews - Sometimes parents come away from a meeting wishing they had asked specific questions or made a particular point. It can be hard to remember everything you want to say.
Some ways to overcome this are to:
- Prepare for the discussion by making a list of things you want to say and ask
- Send your points to the teacher before your meeting. In this way your child's teacher can gather relevant information.
- Sometimes the teacher will have things to ask you and might send a questionnaire home before the meeting. It would be of great benefit to your child to complete this and either send it to school before the meeting or bring it with you.
Questions to ask:
- My child appears to be having trouble with ......................, how can I help?
- Is my child doing as well as you might expect?
- Does my child disturb others? Are there any behavioural problems we need to talk about?
- Does my child get on well with others in the class and in the playground?
- What activities does my child enjoy most?
- What is something - not necessarily school work that my child does well at school?
- Does my child seem keen to learn?
Homework
Homework may be given at Taylor Primary to provide children with the opportunity to practise skills and enrich ideas developed at school. It provides an opportunity for the child and parent to interact in learning. Appropriate homework is set by individual teachers to meet the needs of children in their classes.
Support Programs
The school has additional staffing to support the following programs:
Reading Recovery
ESL (English as a Second Language)
Learning Assistance
Student Counselling
Special Education - Learning Support Class and Support Class Language
Integration of students with special needs
School Chaplain
In consultation with parents, the school provides the above support programs to assist children experiencing difficulty with their learning.
