Key questions to be explored
- How will we plan programs for our students?
- Which program planning template/s will we use to best meet our needs as teachers and to support student learning?
- How will we demonstrate the links between the Victorian Essential Learning Standards, pedagogy and assessment through our program planning?
- What learning will need to be planned next for our students?
Suggested time
As required/ongoing
Prior to the session
- make copies of Template 2.1A Characteristics of effective program planning for cohorts of students completed as part of Activity 2.1 for members of the professional learning team
- make copies of the sample program planning templates 2.2A, 2.2B and 2.2C and a selection of templates from the existing program planning templates (see next column) for members of the professional learning team
- ask professional learning team members to bring their student cohort lists and existing program planning templates to refer to
- download the sample program planning templates (see next column) to review as a professional learning team
- have all completed templates from Module 1: Whole school curriculum planning to suit our students available for professional learning team members to refer to during Module 2
Sequence of Activity
Step 1- Revisiting the Characteristics of effective program planning for cohorts of students
Selecting a structure for program planning for our students involves consideration of the Characteristics of effective program planning for cohorts of students:
- Places the learner at the centre of curriculum planning
- Clearly links the Victorian Essential Learning Standards, pedagogy, assessment and reporting practices
- Encourages professional learning teams to build knowledge and expertise together as they share responsibility for improving student learning outcomes
Refer to Template 2.1A Characteristics of effective program planning for cohorts of students and consider the responses recorded by the professional learning team. Record further ideas in relation to the program planning process as appropriate.
Step 2: Consideration of long-term whole-school curriculum planning
Refer to the completed templates from Module 1: Whole school curriculum planning to suit our students. Identify aspects of the whole-school approach to curriculum planning that will impact on program planning for your cohort of students, e.g. Does the school employ a three-, two- or one-year curriculum planning cycle? Does the school have a curriculum planning scope and sequence? Are there curriculum drivers identified in the whole-school curriculum plan that are not negotiable for this cohort of students?
Step 3: Choosing an appropriate program planning template
Review each of the sample program planning templates, including any existing templates, identifying the relative strengths and weaknesses of each. Ask each team member to nominate what they think are the three most effective program planning templates. Identify the top three and as a professional learning team decide on the most effective template. Consider any changes it may need to strengthen it.
Step 4: Identifying the next program for your students
Refer again to the completed templates from Module 1: Whole school curriculum planning to suit our students, in particularly any work completed in relation to the future learning needs of students according to domains and the curriculum drivers for student learning, to identify a focus for planning the next program for your students.
Step 5: Planning a program
Use the selected program planning template to plan the next program for your students.
Step 6: Implementing the program
Implement the program with your students. As the program is being implemented, identify:
- What student learning has taken place and what has supported students in this learning.
- How and why the plan may have changed.
- The strengths and weaknesses of the program planning template.
- How you would change it in the future to best meet your students' learning needs and your needs as a professional learning team.
|