Planning and programming
A range of resources and strategies on planning and programming has been collected to support Amy in her journey as a new teacher. This information will also benefit her students as she aims to achieve learning outcomes and goals which will further enhance their learning needs. Planning and programming allows the teacher to monitor a range of skills, knowledge and values across all Key Learning Areas (New South Wales Department of Education (NSW DET), 2012).
The scope and sequence is an example of curriculum planning and the K-6 Foundation Statements encompass the environment of learning from Kindergarten to Year 6 (NSW DET, 2008). The benefits of programming will allow the teacher to make decisions about what to teach and what students should learn (NSW DET, 2008). Teachers program requirements may also be met by ‘units of work’ and how they fit into the schools overall curriculum planning (NSW DET, 2008). This could also include Amy using other documentation such as daybooks, logbooks or any other information on lessons that she may record.
Foundation Statements
The NSW Foundation Statements aim to set a clear indication of the skills, knowledge and understanding of each student from each stage of primary school. The information you will read will provide you with a deeper understanding and level of knowledege of learning in Kindergarten to Year 6. The information is braoder than the syllabus outcomes however it does not add new information.
The scope and sequence is an example of curriculum planning and the K-6 Foundation Statements encompass the environment of learning from Kindergarten to Year 6 (NSW DET, 2008). The benefits of programming will allow the teacher to make decisions about what to teach and what students should learn (NSW DET, 2008). Teachers program requirements may also be met by ‘units of work’ and how they fit into the schools overall curriculum planning (NSW DET, 2008). This could also include Amy using other documentation such as daybooks, logbooks or any other information on lessons that she may record.
Foundation Statements
The NSW Foundation Statements aim to set a clear indication of the skills, knowledge and understanding of each student from each stage of primary school. The information you will read will provide you with a deeper understanding and level of knowledege of learning in Kindergarten to Year 6. The information is braoder than the syllabus outcomes however it does not add new information.
| foundation_statements.pdf |
Example on how to Program
Here you will find an example on how to program over a two-week block. You do not have to follow the same layout and style, however it would be worthwhile to read and reflect on the information that is included to better understand what is included in a program and how to assess.
Here you will find an example on how to program over a two-week block. You do not have to follow the same layout and style, however it would be worthwhile to read and reflect on the information that is included to better understand what is included in a program and how to assess.
| programming |
Maths and English Programming Templates
The following documents were presented by Katie Waters in the "Programming" lecture (2012) at the University of Wollongong for the subject EDPD401. They provide a template from which you may like to structure units of work for your program. The final document is an example from an internship program that was implemented on a Year 5/6 class for English - Information Reports. Consider the information in each but remember - every teacher is unique therefore the way they program will also be unique.
The following documents were presented by Katie Waters in the "Programming" lecture (2012) at the University of Wollongong for the subject EDPD401. They provide a template from which you may like to structure units of work for your program. The final document is an example from an internship program that was implemented on a Year 5/6 class for English - Information Reports. Consider the information in each but remember - every teacher is unique therefore the way they program will also be unique.
| example_english_program.doc |
| maths_program_template_blank.doc |
| maths_program_template.doc |
| writing_information_reports.docx |
Curriculum Planning Framework
This website will provide you with everything you need to know about planning and programming as well as assessing and reporting to parents. It also includes information across key learning areas including COGS units of work on how to plan and program accordingly.
| curriculum_planning_framework.webarchive |
What to put into a Program - Katie Waters
The following document is derived from a lecture presented by Katie Waters at the University of Wollongong (2012) to students participating in the subject EDPD401. It provides succinct information and guidelines on how to develop a program and what you should include in your program in order for it to be effective and successful.
The following document is derived from a lecture presented by Katie Waters at the University of Wollongong (2012) to students participating in the subject EDPD401. It provides succinct information and guidelines on how to develop a program and what you should include in your program in order for it to be effective and successful.
| what_to_put_into_a_program.pdf |
Day Plan Example
Creating an effective and workable day plan will help you to manage the teaching and learning experiences that occur within your classroom on a day to day basis. As a teacher, it is important that you are always thoroughly organised and having a flexible working day program or diary will help you to achieve this. It is important to understand that day plans can be flexible as we all know and understand that the school environment can be extremely unpredicatable. A day plan will also ensure that you are following your program.
Creating an effective and workable day plan will help you to manage the teaching and learning experiences that occur within your classroom on a day to day basis. As a teacher, it is important that you are always thoroughly organised and having a flexible working day program or diary will help you to achieve this. It is important to understand that day plans can be flexible as we all know and understand that the school environment can be extremely unpredicatable. A day plan will also ensure that you are following your program.
| day_book_example.doc |
It may also be useful for you to develop a workable weekly plan that will assist you with forward planning and programming. The example below provides you with a guide on an effective weekly plan that can be used in conjunction with your day planning to ensure fluid teaching and learning experiences. It may also benefit you to add specific learning outcomes on your day plan to match with your overall teaching program.
| week_4_organisation.docx |
Class Timetable
Having a workable classroom timetable is essential in order to run an effective classroom. The timetable should be developed to match the whole school timetable whilst also matching the needs of the students in your class. The timetable should also include adequate timing for each Key Learning Area (KLA) as specified by the New South Wales Department of Education and Communities. Below are some examples of classroom timetables and the specified timing for each KLA as specified by the New South Wales Department of Education and Training.
Having a workable classroom timetable is essential in order to run an effective classroom. The timetable should be developed to match the whole school timetable whilst also matching the needs of the students in your class. The timetable should also include adequate timing for each Key Learning Area (KLA) as specified by the New South Wales Department of Education and Communities. Below are some examples of classroom timetables and the specified timing for each KLA as specified by the New South Wales Department of Education and Training.
| 56c_timetable.doc |
| example_timetable.doc |
Getting the Balance Right
"Getting the Balance Right" - a document implemented by the New South Wales Department of Education and Training (2005) provides Primary School teachers with information on how to effectively manage their time within the classroom. The information included covers areas of teaching and learning, assessment and reporting and the implementation of Connected Outcome Groups (COGs) units of work to effectively manage time.
"Getting the Balance Right" - a document implemented by the New South Wales Department of Education and Training (2005) provides Primary School teachers with information on how to effectively manage their time within the classroom. The information included covers areas of teaching and learning, assessment and reporting and the implementation of Connected Outcome Groups (COGs) units of work to effectively manage time.
| gettingbalanceright.pdf |
The following file provides information on how much time you should be allocating to each KLA in your teaching and learning program. The first page of this document highlights the New South Wales Department of Education and Training and the New South Wales Board of Studies requirement for the time spent on each KLA for K-6. You should consider this information in the development of both your overall program and your class timetable.
| policystandards161006.pdf |
Literacy and Numeracy Interactive Continuum - March Digital
The literacy and numeracy continuum's are becoming an important aspect of teacher programming. Each of the continuum's provide the teacher with information about the knowledge and skills student's should be achieving throughout each stage of their schooling career. When used in conjunction with the New South Wales Board of Studies Syllabus documents, the literacy and numeracy continuum's can provide an effective means of understanding the levels of student achievement. This online continuum, implemented by March Digital turns the literacy continuum into an interactive document. When you click on a stage or level within the continuum, it successfully links you to teaching ideas and strategies that will help you to program learning experiences suited to the needs of the students in your classroom. The continuum also provides specific indicators and activities for literacy skills, including phonics, comprehension, vocabulary knowledge, aspects of writing and even more. All you have to do is click on the cluster you are focusing on and download the PDF from the pop-up screen. Click on the link below to access these great ideas.
http://www.marchdigital.com/continuum/literacycontinuumchart170368.html
The literacy and numeracy continuum's are becoming an important aspect of teacher programming. Each of the continuum's provide the teacher with information about the knowledge and skills student's should be achieving throughout each stage of their schooling career. When used in conjunction with the New South Wales Board of Studies Syllabus documents, the literacy and numeracy continuum's can provide an effective means of understanding the levels of student achievement. This online continuum, implemented by March Digital turns the literacy continuum into an interactive document. When you click on a stage or level within the continuum, it successfully links you to teaching ideas and strategies that will help you to program learning experiences suited to the needs of the students in your classroom. The continuum also provides specific indicators and activities for literacy skills, including phonics, comprehension, vocabulary knowledge, aspects of writing and even more. All you have to do is click on the cluster you are focusing on and download the PDF from the pop-up screen. Click on the link below to access these great ideas.
http://www.marchdigital.com/continuum/literacycontinuumchart170368.html
Programming Support
The following link to the New South Wales Department of Education Curriculum Support network provides essential information for teachers in regards to the requirements for curriculum programming and planning. There is a wealth of information on this site so take your time to search through it and browse the excellent resources provided. Some of the links can only be accessed through the DET Intranet.
http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/index.htm
The following link to the New South Wales Department of Education Curriculum Support network provides essential information for teachers in regards to the requirements for curriculum programming and planning. There is a wealth of information on this site so take your time to search through it and browse the excellent resources provided. Some of the links can only be accessed through the DET Intranet.
http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/index.htm
Programming and Strategies handbook
The purpose of this hanbook is to give you information and a great deal of strategies to teach literacy to students with high support needs. The handbook primarily focuses on reading and spelling with some reference to writing. You will find this handbook useful and you will use many of the proformas, strategies and incorporate the helpful information it provides.
Reference of the handbook:
New South Wales Department of Education and Training. (n.d). Programming and Strategies Handbook: Assisting Year 3 and 5 students who need additional support in literacy. Student Services and Equity Programs: Disabilities and Learning Difficulties Unit. Sydney, NSW.
The purpose of this hanbook is to give you information and a great deal of strategies to teach literacy to students with high support needs. The handbook primarily focuses on reading and spelling with some reference to writing. You will find this handbook useful and you will use many of the proformas, strategies and incorporate the helpful information it provides.
Reference of the handbook:
New South Wales Department of Education and Training. (n.d). Programming and Strategies Handbook: Assisting Year 3 and 5 students who need additional support in literacy. Student Services and Equity Programs: Disabilities and Learning Difficulties Unit. Sydney, NSW.
